Increasing Reading Levels and Vocabulary Through the Use of Technology

1. Increasing Reading Levels and Vocabulary Through the Use of Technology Presentation by Paul D. Acquaro April 21,2006 Mentor: Dr. Hui-Yin Hsu

2. Introduction • Presenter • Paul Acquaro • Graduate Student in the Master in Childhood Education. • Taking EDLI 636 • Mentor • Dr. HUI-Lin Hsu

3. Outline • Abstract • Tools • Process • Reasoning • Student Background • Initial Assessment Results • Lesson Example • Final Assessment • Theory • Supporting Research • Conclusion

4. Abstract • This case study will investigate the effectiveness of web-based tools on a 3rd grade student’s reading and vocabulary skills.

5. Assessment Tools • Leslie, L., Caldwell, J. (2006). Qualitative Reading Inventory-4. Boston: Pearson Education, Inc. • This text provides assessments for the determination of children’s reading abilities via valid research-based informal reading inventories. • Leslie, L., Caldwell, J. (2005). Intervention Strategies to follow Informal Reading Inventory Assessment Boston: Pearson Education, Inc • This text is a turn to handbook for students in the early stages of their education and assessment of young readers from kindergarten through twelfth grade.

6. Training Tools • WWW.PBS.ORG • WWW.SUPERKIDS.ORG • The Light in My Room by Ila Wallen • Where the Sidewalk Ends by Shel Silversten • How to be a Pirate by Hiccup Horrendous Haddock III

7. Superkids.org Examples

8. Superkids.org Examples

10. Process • The assessor will use the Quantitative Reading Assessment 4 as a pre- and post- assessment tool to determine the effectiveness of the web-based programs. • The selected web-based tools are used in a short-term reading intervention program following the initial assessment. • At the end of the intervention, QRI-4 post assessment is administered to gain results and implications on technology’s impact on student’s reading skills and vocabulary learning.

11. Process Continued • This reading intervention program consisted of at total of ten one-hour sessions. • The first and last session were set aside for assessments. • There were eight one hour training periods • Each session consists of a twenty-minute reading period • Followed by thirty minutes of interactive learning on one of the designated websites. • The sessions culminate with a ten-minute vocabulary and comprehension review.

12. Reasoning • It is my belief that interactive programs provide a sub-conscience growth in a student’s vocabulary and reading abilities by allowing them to enjoy and play within the confines of their schoolwork. • “Computers allow children to work independently, at their own pace, and with as much repetition as needed” (Irausquin et all, 2005, p248)

13. The Student • D.N. was an 8 year old student • Third Grader • Garden City School District • In an Inclusion Class • Parent feel he is being held back • Challenge him to see what his true reading level is. • Has a brother two year older that is developmentally delayed that the parent are extremely over protective of.

14. Support for Theory • Richards and Morse did similar research and was looking for a comparison of the literacy growth of both students with and without learning disabilities in regular classroom settings. An additional goal of the article was • “to ascertain how students assessed as learning disabled would respond to a literature-based instructional program that incorporates multiple literacy’s (the extension of literacy beyond reading and writing encompasses all forms of communication, including computer technology, music, dance and the visual and performing arts)” (Richards and Morse, 2002, p.3).

15. Support for Theory • “In conclusion computer-assisted training in automatization of word recognition skill- is beneficial for poor readers who are experiencing automaticity problems at the stage of beginning reading”(Irausquin et all, 2005, p262). • “The word processor gives consistent and clear text on screen and provides spell checking and often limited grammar checking” (Gregor et all, 2003, 341).

16. Initial Assessment Single Word His second grade level was scored independent. The third grade list DN scored 19 out of 20 in both automatic and correct identification The fourth grade level was where I witnessed a considerable drop off in his single word identification abilities. DN scored 14 out of 20 in both automatic and correct identification Final Assessment Single Word His third grade level was scored independent. The fourth grade list DN scored 18 out of 20 in both automatic and correct identification The fifth grade level DN scored 16 out of 20 in both automatic and correct identification This was a positive increase at all levels! Research Information

17. Initial Assessment Story Reading/ Retelling Level three narrative “The Trip to the Zoo” where the student made two reading word errors. Here the student scored 11 out of 12 on the concept question section for an independent level score. The expository reading for level three was “Where Do People Live?” were again the student only made a few reading errors. He scored 9 out of 12 on the concept questions. Final Assessment Story Reading/ Retelling Level Expository “Wool: From Sheep to You” where the student made no reading word errors. Here the student scored 12 out of 12 on the concept question section for an independent level score. He made 4 reading errors and read at a correct word per minute rate (CWPM) of 70. His score on implicit and explicit questions was 8 out of 8. This student previously scored independent on two level three reading so the next assessment was raised to level 4. Research Information

18. Final Assessment Continued • Story Reading/Retelling • Level four narrative was “Amelia Earhardt” where he did not make any reading errors. Retaining 42 of 47 concepts. He scored 6 out 8 on the concept questions without look-backs which is the instructional level. He scored 8 out of 8 with look backs. He was able to read at 70 CWPM. • Level four expository “The Busy Beaver” where the student performed poorly on the pre-reading concept questions. He went on to only make four oral reading errors, retaining 37 of 49 concepts. He scored 6 out of 8 on the concept questions without look-backs which is the instructional level and 8 out of 8 with look backs. He was able to read at 66 CWPM. • After positive results at the fourth grade level the student mentioned he liked science so we attempted the level five expository reading “How does your body take in Oxygen?” . He was able to retain 29 and a half of the 74 ideas. Without look backs he scored in the frustration level but with look back he was at the instructional level. He was able to read 59 CWPM.

19. Results • The Student through reading three books, working on the computer and have individualized attention progressed at a high rate. • The data was incomplete due to the lack of a control but a control is not possible in this type of individualized research. • The student admitted that interactive learning gave him a chance to work through his own personal difficulties and the repetition offered by the internet programs gave him confidence when looking at words standing alone.

20. Conclusion • The student performed significantly better on the single word recognition due in large part to the word scrambles and the word finds. • I feel the student wanted to impress his mother and me so there was an extra effort on his part. • Being that his older brother was developmentally delayed I too felt his efforts were in large part to draw some attention to him and away from his brother. • “Students who participate in classrooms where multiple literacy’s are emphasized have heightened opportunities to become more motivated, actively engaged learners” (Richards and Morse, 2002, p.10)

21. Works Cited • Gregor, P., Dickinson, A., Macaffer, A., and Andreasen, P. (2003) SeeWord a personal word processing environment for dyslexic computer users. British Journal of Education Technology, 34( 3), 341-355 • Irausiquin, R., Drent, J., Verhoeven, L. (2005). Benefits of computer-presented speed training for poor readers. Annals of Dyslexia, 55(.2),. 246-265. • Richards, J.C. and Morse, T.E. (2002) One preservice teacher’s experiences teaching literacy to regular and special education teachers. The Reading Online Journal, 5(10), 1-19

22. Questions or Comments Thank you for coming!