Page 7 - Kelsey Hall and Diana Petschauer FLIP HTML5 Plug in

Video 7 - Spelling at Sound/Symbol, Word and Sentence Levels (15 minutes http://bit.ly/encoding-writing
Video 8 - Controlled Passage Reading and Comprehension (15 minutes) http://bit.ly/controlled-read
ty of opportunities for practice? Does the technology pronounce sound/symbol correctly with regards to what the learner has been taught?
3. For example, some technology is cre- ated in other countries where accents may impact the sound of a letter or se- ries of letters (such as vowel sounds).
4. Another example may be introducing the concept of vowel team “ea”. This can say /ee/ (bead) or /eh/ (tread). Does the technology have exibility to speci cal- ly manipulate the focus of how letters appear in words with respect to their sound?
5. Pay attention to the scope and se-
quence of the technology activity. Does it include only review and new concepts?
6. Does the learner have opportunities to practice skills receptively (in reading) and expressively (in writing), as neces- sary?
7. Can speci c word or phrase lists be cre- ated to be used within activities pre- sented?
8. Does the application collect useful or meaningful data regarding a learner’s progress?
9. Can the learner use the technology in- dependently or will they need support and/or supervision?
10. If they need supervision, what skill level with regards to reading does the support personnel need to know to ensure a positive educational expe- rience?
In addition to technology that supple- ments skill acquisition, individuals may bene t from using speech-to-text and text-to-speech software to e ectively and e ciently participate in classroom tasks and assignments. Some educators may question the use of audio books or text-to-speech software for individuals who are learning to read, however, it is important to allow individuals access to grade level (or above) text to encour- age continued vocabulary and language growth. Many educators are unaware of federal laws that protect individuals with disabilities and their rights to accessible educational materials (AEM), such as au- dio books. Additionally, this technology bridges gaps by supporting access to the same content and curriculum as their peers, which aids in reducing frustration and prevents learners from falling behind in classwork. Technology tools can also support independence with writing. If individuals do not have access to these skills, their language development may be signi cantly hindered, thus negative- ly impacting higher order skills, such as reading comprehension, idea synthesis and conversational discourse. These are necessary skills when considering suc- cessful transition from secondary edu-
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April / May, 2017 | www.closingthegap.com/solutions/articles 29 ClosingTheGap © 2017 Closing The Gap, Inc. All rights reserved.