Title:

Read & Write Gold Implementation Strategies and Impact 

Presenter:

Neva Christensen 

Short Description:

Presentaion of implementation strategies for RWG used at two middle schools as well as data regarding the impact of using RWG on student attitude and achievement. 

Category:

Classroom 

Length:

1 hour(s)

Skill Level:

Novice 

Long Description:

Special needs students used RWG as part of their resource studies at Jesse Clark and Morton Middle Schools. Each school used different implementation strategies. Presentation will describe implementation strategies. Likewise, problems and solutions in software and implementation will be discussed. Data was collected on student attitude, SRI test scores and general attendance. The tendencies shown in this data will be described, although the diverse needs of these students as well as problems in software impeded any absolute conclusions.  

ISTE Standards:

Students: *Social, ethical, and human issues - Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity *Technology productivity tools - Students use technology tools to enhance learning, increase productivity, and promote creativity. Teachers *demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies *design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners. *manage student learning activities in a technology-enhanced environment. *facilitate equitable access to technology resources for all students  

Research:

Text readers enhance learning and achievement opportunities for special needs students. Few studies have dealt specifically with Read & Write Gold, but the following studies discuss the implications of a text reader as an aid for a student and/or address the impact of technology on student attitudes. Other areas of assistive technology are discussed in these articles. However, because the needs of special needs students are so diverse, it is important to put a text reader and writing aid (such as Read & Write Gold) in perspective with other technologies. Research Christensen, R. (2002). Effects of technology integration education on the attitudes of teachers and students. Journal of Research on Technology in Education, 34, 411-433. Forgrave, K. E (2002). Assistive technology: empowering students with learning disabilities. Clearing House, 75(3), 122-126. Knezek, G. (n.d.). Attitudes towards computers. retrieved Nov 11, 2003, from http://www.tcet.unt.edu/pubs/attcomp.htm. McKevitt, B., & Elliott, S. N (2003). Effects and perceived consequences of using read-aloud and teacher recommended testing accommodations on a reading achievement test. School Psychology Review, 32(4), 583-301. Ruzic, R. (2001). Text to speech: enhancements literature review. retrieved Nov 20, 2003, from http://www.cast.org/ncac/TexttoSpeech1665.cfm. Whitbread, K. (n.d.). Assistive technology in regular education. retrieved Nov 11, 2003, from http://www.connsensebulletin.com/whitart.html.