Assisted Reading with Digital Audiobooks for Students with Reading Disabilities

The goal of this study was to compare the efficacy of assisted reading with digital audiobooks with the traditional practice of sustained silent reading (SSR) in terms of reading fluency and reading attitude with upper elementary students with reading disabilities. Treatment group participants selected authentic children’s literature and engaged in assisted reading with digital audiobooks four to five times per week over an eight-week implementation period. Results showed that while all students demonstrated growth in reading fluency as calculated by words read correctly per minute, the growth of the treatment group far outweighed that of the control group. There was no significant difference in reading attitude scores. Consequently, this study shows that teachers can promote greater growth in reading fluency when assisted reading with digital audiobooks is implemented in the place of SSR

The Evolution of Special Education

The events that have driven the gradual and progressive evolution of special education serve as a backdrop to understanding the foundation of the field and its ever-changing nature. Knowledge of this history is critical if we intend to make further progress

Art And Exceptionality: Addressing Art Fear And Fear Of Difference In An Introductory Art Course

University educators designed and co-taught a course which involved collaborative artmaking and learning with a community-based arts organization that serves individuals with disabilities. Their goal was to help university students examine the potential of art and how it applies to their personal and professional lives. They sought to better understand how to nurture a feeling of artistic agency in undergraduate students who do not define themselves as artists. Educators found that students benefited from an exploration of art fear through an inclusive approach to art creation

Audio-Assisted Reading with Digital Audiobooks for Upper Elementary Students with Reading Disabilities

Audio-assisted reading has been used as an effective instructional intervention for students with learning disabilities (Carbo, 1978; Gilbert, Williams, & McLaughlin, 1996) and with struggling readers (Chomsky, 1976; Hollingsworth, 1978; Hoskisson & Krohm, 1974; Koskinen, Blum, Bisson, Phillips, Creamer, & Baker, 2000; Rasinski, 1990). The strategy involves reading along while listening to an audio recording of a fluent model (Evans, 1997). The goal of this study was to compare the efficacy o f audio-assisted reading with digital audiobooks against the traditional practice of sustained silent reading in terms of reading fluency rates and reading attitude scores with upper elementary students with reading disabilities. Participants in the control group selected literature and read silently for 20-30 minute sessions, four to five times per week. Treatment group participants selected literature from a list of audiobooks and engaged in audioassisted reading with digital audiobooks downloaded on MP3 players for the same amount of time over an eight-week implementation period. Students were assessed using the Dynamic Indicators o f Basic Early Literacy Skills oral reading fluency measurements and the Elementary Reading Attitude Survey at the onset and conclusion o f the study. The results showed that while both groups demonstrated growth in reading fluency, the growth of the treatment group far outweighed that o f the control group. There was no significant difference in reading attitude scores. Consequently, teachers can promote increased growth in reading fluency when audio-assisted reading with digital audiobooks is implemented in the place of sustained silent reading for upper elementary students with reading disabilities

International Children’s Book Day Round-Up

Dr. Esteves acknowledges International Children\u27s Book Day by discussing three notable picture books

RTI in Middle School Classrooms: Proven Tools and Strategies

Provides practical, research-based Response to Intervention (RTI) instructional strategies for middle school teachers and administrators. Includes examples of RTI strategies in diverse settings; information about implementing co-teaching and RTI; and customizable digital forms -- Provided by publisher

Audiobooks for Struggling Readers: Using Audio-Assisted Reading in a Balanced Literacy Program

Educators and parents know that when it comes to promoting literacy, the more kids read, the better they get at it; and as they gain proficiency as readers, the more they enjoy reading. But, what if children can?t read what is of interest to them? Assisted reading, the practice of listening to a fluent model while following along with the text, is designed to provide a bridge to the wonderful world of print. It enables readers to use multiple avenues of sensory input to process information. Researchers have cited improvements in reading due to the self- confidence gained by increased fluency and comprehension and the enjoyment of reading high- interest material. This book summarizes the history of assisted reading from its genesis decades ago to recent innovations with modern technology. Audiobooks and Struggling Readers also presents findings from a study on the effects of audio- assisted reading with digital audiobooks for students with reading disabilities. Theoretical underpinnings are addressed and key studies are reviewed. Practical applications for the use of authentic children?s literature in the form of audiobooks are described

Art And Exceptionality: Addressing Art Fear And Fear Of Difference In An Introductory Art Course

Abstract: University educators designed and co-taught a course which involved collaborative artmaking and learning with a community-based arts organization that serves individuals with disabilities.  Their goal was to help university students examine the potential of art and how it applies to their personal and professional lives. They sought to better understand how to nurture a feeling of artistic agency in undergraduate students who do not define themselves as artists. Educators found that students benefited from an exploration of art fear through an inclusive approach to art creation.Des éducatrices et éducateurs universitaires ont conçu et co-enseigné un cours axé sur la création artistique et l’apprentissage coopératif au sein d’un organisme communautaire voué aux arts qui dessert des personnes en situation de handicap. Leur objectif était d’aider les étudiant.e.s universitaires à analyser le potentiel de l’art et son impact sur leur vie personnelle et professionnelle. Ils voulaient savoir comment alimenter une volonté d’action artistique chez des étudiant.e.s de premier cycle qui ne se considèrent pas des artistes. Les éducatrices et les éducateurs ont remarqué qu’aborder la peur de l’art sous une optique de création artistique inclusive était bénéfique

Strategies for Successful Co-Teaching

We asked middle school teachers to share the questions and concerns they have about co-teaching in schools that have implemented response to intervention. The questions they asked get to the heart of what it takes to make co-teaching successful while meeting the diverse needs of the students