A presentation at the MITS 2007 Summer Institute

Using Technology to Teach Reading

And to Develop Independent Learners

Presented by Dennis Haggerty

We can, whenever and wherever We can, whenever and wherever we choose, successfully teach all we choose, successfully teach all children whose education is of children whose education is of interest to us. We already know interest to us. We already know more than we need in order to do more than we need in order to do this. Whether we do this or not this. Whether we do this or not must finally depend on how we must finally depend on how we feel about the fact we haven’t so feel about the fact we haven’t so far.far.

– – Ron Edmonds Ron Edmonds

How do we provide for all students?How do we provide for all students?

Technology is availableTechnology is available Our students live in a technological Our students live in a technological

worldworld Many students are technology willing Many students are technology willing

and/or ableand/or able

UDL uses technology's power and UDL uses technology's power and flexibility to make education more flexibility to make education more inclusive and effective for all. inclusive and effective for all.

How do we provide for all students?How do we provide for all students?

Technology is availableTechnology is available Our students live in a technological worldOur students live in a technological world Most students are technology willing Most students are technology willing

and/or ableand/or able

Isn’t it time adults stop their Isn’t it time adults stop their resistance?resistance?

How do we provide for all students?How do we provide for all students?

Don’t limit a child to your own Don’t limit a child to your own learning,learning,

for he was born in another time.for he was born in another time.

Technology is a powerful toolTechnology is a powerful tool

To support good teachingTo support good teaching

To help teachers reach individual To help teachers reach individual studentsstudents

To measure successTo measure success

To help students work at appropriate To help students work at appropriate level and pacelevel and pace

Technology is a powerful toolTechnology is a powerful tool

To support good teachingTo support good teachingTo help teachers reach individual To help teachers reach individual

studentsstudentsTo measure successTo measure successTo help students work at appropriate To help students work at appropriate

level and pacelevel and pace

Let technology do what it does best, Let technology do what it does best, so teachers can do what they do so teachers can do what they do

best.best.

(product demonstration)(product demonstration)

It has been estimated that over 80 It has been estimated that over 80 percent of all referrals to Special percent of all referrals to Special Education involve reading difficulties.Education involve reading difficulties.

Kavale and Reese, 1992Kavale and Reese, 1992

……many children identified for special many children identified for special education — up to 40% — are there education — up to 40% — are there because they were not taught to because they were not taught to read read

The President's Commission onThe President's Commission on

Excellence in Special Education,2002 Excellence in Special Education,2002

The population of ESL/ELL students The population of ESL/ELL students (children and adults) continues to increase(children and adults) continues to increase

There are numerous reports of students There are numerous reports of students reaching middle school and high school reaching middle school and high school with inadequate reading skills.with inadequate reading skills.

But we don’t teach reading at these But we don’t teach reading at these levels.levels.

One-on-one reading instructionOne-on-one reading instruction

Needs-based and age-neutralNeeds-based and age-neutral(if you can’t read, does it matter how old you are?)(if you can’t read, does it matter how old you are?)

61 Phonics, Phonemic Awareness and Phonetic 61 Phonics, Phonemic Awareness and Phonetic Rule LessonsRule Lessons

61 Coach Assisted Spelling Lessons61 Coach Assisted Spelling Lessons 24 Grammar Lessons to Build Syntactic 24 Grammar Lessons to Build Syntactic

Processing skills to Teach Reading ComprehensionProcessing skills to Teach Reading Comprehension Reading Comprehension Practice ActivitiesReading Comprehension Practice Activities 2 Sets of 15 Teacher Interventions using Expert 2 Sets of 15 Teacher Interventions using Expert

SheetsSheets RAPS Test is integrated into the My Reading RAPS Test is integrated into the My Reading

CoachCoach Optional Spanish Language ModuleOptional Spanish Language Module

““We continue to use My Reading Coach with our We continue to use My Reading Coach with our special education students, and with some special education students, and with some students as an intensive phonic approach before students as an intensive phonic approach before evaluation.  I am pleased to see that many of my evaluation.  I am pleased to see that many of my students take it seriously and are very pleased students take it seriously and are very pleased with their progress.  I think it is a great program.”with their progress.  I think it is a great program.”

““My school has been working with My Reading My school has been working with My Reading Coach for the past month and we absolutely love Coach for the past month and we absolutely love it.”it.”

NamePre QRI

4th GradePost QRI4th Grade

Post QRI5th Grade

Pre-TestGates

MacGinitie

Post-TestGates

MacGinitiePre-TestSoftware

Post-Test

Software

Student A Frustration Instruction Frustration 2.6 3.8 55% 92%

Student B Frustration N/A Instruction 2.5 2.7 59% 62%

Student C Frustration Frustration Instruction 4.1 4.3 84% 84%

Student D Frustration Instruction Instruction 3.3 3.4 61% 84%

Student E Frustration Frustration Frustration 3.3 3.9 78% 93%

These 4th grade students worked 12-17 hours over 7 weeks.

Recommended time for completion is approximately 50 hours.

Success makes them believers.Success makes them believers.

(product demonstration)(product demonstration)

Multi-sensory software program combines Multi-sensory software program combines audio and visual supports to help audio and visual supports to help struggling students read, write and struggling students read, write and organize their thoughts.organize their thoughts.

Students get access to the curriculum with Students get access to the curriculum with individualized supports.individualized supports.

Reading toolsReading tools

Writing toolsWriting tools

Study skills toolsStudy skills tools

“…“…has observed 1) students staying engaged for a much has observed 1) students staying engaged for a much longer time than if they were listening to a teacher read, longer time than if they were listening to a teacher read, 2) students writing more than they would have without it, 2) students writing more than they would have without it, and 3) no resistance to using the program; no stigma.”and 3) no resistance to using the program; no stigma.”

““An interesting plus as students take the test with the An interesting plus as students take the test with the program is that they are actually having the program program is that they are actually having the program read what they write as an answer.  When it doesn't read what they write as an answer.  When it doesn't make sense, some are making changes to make it make sense, some are making changes to make it better.  Most students are re-reading the test questions better.  Most students are re-reading the test questions several times, too, which can only help their responses.”several times, too, which can only help their responses.”

Thank you for your time and attention.Thank you for your time and attention.

“The only thing more expensive than education is ignorance.”

Benjamin FranklinBenjamin Franklin