Tools for ALL Learners

Overview

Implementation of evidence based practices helps to minimize instructional barriers.  Decreasing instructional barriers before selecting AT can facilitate making the most appropriate decisions regarding technology. The National Institute for Literacy (NIFL) summarizes key findings from research about effective text comprehension instruction.

Selected Reading

Title: Put Reading First: The Research Building Blocks for Teaching Children to Read. Vocabulary Instruction.

Citation: Armbruster, B., Lehr, F. & Osborn, J. (2001) Put reading first: the research building blocks for teaching children to read. The Partnership for Reading / National Institute for Literacy.

URL: www.nifl.gov/partnershipforreading/publications/reading_first1.html    

Use Information: this document is in the public domain

Key Ideas

• Vocabulary is highly correlated to comprehension
• Some vocabulary should be taught directly, using explicit instruction
• Teach students word learning strategies
• Target Tier 2 words or academic language – high frequency words that are found across a variety of domains
• Make vocabulary visible - use graphic organizers, real objects, word walls and gestures
• Build Background knowledge to support meaning and recall

Extension and Reflection

The Toolbox for Educators: Technology for Mild Disabilities – Providing Access to the General Education Curriculum provides information about a wide range of technology resources to support the development of literacy skills. It can be located at www.ed.sc.edu/caw/toolboxvendors.html . Note the wide range of prices and availability for these tools. Have you seen some of the tools repeatedly in various resources?

Additional Resources

• Using Assistive Technology for Literacy Development by Wepner, S. & Bowes, K. (2004) in the Reading and Writing Quarterly Vol.20 #2.