1 aiding students in reading with naturalreader 9.0 laura stemler
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Aiding Students in Readingwith
NaturalReader 9.0
Aiding Students in Readingwith
NaturalReader 9.0
Laura Stemler
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2Images from mdreportcard.org
Hereford Middle SchoolMSA Reading Proficiency 2009
Hereford Middle SchoolMSA Reading Proficiency 2009
• AYP Met• High percentage
overall• Low percentage in
subgroups:• African American
• Special Education
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3Images from mdreportcard.org
MSA Reading Proficiency 2010MSA Reading Proficiency 2010
• Decrease in reading proficiency:• 6th Grade African
Americans
• 6th Grade Special Education
• Overall decrease by• African Americans
• Special Education
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HMSSchool Improvement Plan
HMSSchool Improvement Plan
Integrate technology in the teaching/learning process, instructional practices resulting in more purposeful and engaging work for students.
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NaturalReader 9.0 for EducationFeatures
NaturalReader 9.0 for EducationFeatures
• Words highlighted as read
• Read text is converted to MP3
• Natural sounding voices
• Control voice speed
• Text can be read as typed
• Word prediction
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NaturalReader 9.0 for EducationFeatures
NaturalReader 9.0 for EducationFeatures
• Toolbar Integration
• Audio player, recorder, and editor
• Batch file converter
• MP3 and WAV converter
• eBook reader
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7Image from http://lewebpedagogique.com/oulbennatice/files/2010/02/multiple-intelligences.jpg
Multiple IntelligencesMultiple Intelligences
• Verbal/Linguistic learners
• Can help improve• Vocabulary
• Writing• Proofreading
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Staff DevelopmentStaff Development
Leadership:
• Media Specialist and Technology Resource Teacher• Training• Collaboration• Support
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7. Refocusing Teachers consider the benefits of the innovation and think of additional alternatives that might work even better. (I have some ideas about something that would work even better.)
6. Collaboration
Teachers cooperate with other teachers in implementing the innovation. (How can I relate what I am doing to what others are doing?)
5. Consequence Teachers focus on the innovation's impact on students. (How is my use affecting learners? How can I refine it to have more impact?)
4. Management Teachers learn the processes and tasks of the innovation. They focus on information and resources. (I seem to be spending all my time getting materials ready.)
3. Personal Teachers want to learn about the personal ramifications of the innovation. They question how the innovation will affect them. (How will using it affect me?)
2. Informational
Teachers have a general interest in the innovation and would like to know more about it. (I would like to know more about it.)
1. Awareness Teachers have little concern or involvement with the innovation. (I am not concerned about it.)
Levels of concern
Concerns Based Adoption Modelor CBAM
Concerns Based Adoption Modelor CBAM
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Differentiating InstructionDifferentiating Instruction
Content, Process, Product
Image from: http://www.cast.org/publications/ncac/ncac_diffinstructudl.html
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NETS-SNETS-S
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Student ResultsStudent Results
• Assessment of students• Grammar, vocabulary, spelling, critical
thinking
• Speed at which students complete assignments
• Individual frequency of use• Accelerated reader scores• Speaking with students• Next year’s AYP scores
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Teacher SurveyTeacher Survey
• CBAM Survey
• Use in the classroom
• Affect on students
• Students’ test scores
• Students’ use of software
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CostCost
$99.90 per computer
• Where will we get the money?• PTA• Graul’s grocery store register receipt money• Grants
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BibliographyBibliography
Hall, T., Strangman, N., & Meyer, A. (n.d.). CAST: Differentiated instruction and implications for UDL implementation. CAST: Center for Applied Special Technology. Retrieved July 19, 2010, from http://www.cast.org/publications/ncac/ncac_diffinstructudl.html
Hasselbring, T., & Bausch, M. (2005). Assistive technologies for reading. Educational Leadership, 63(4), 72. Retrieved from MasterFILE Premier database July 18, 2010.
ISTE | NETS for Students 2007. (n.d.). International Society for Technology in Education | Home. Retrieved July 20, 2010, from http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm
Stages of concern. (n.d.). North Central Regional Educational Laboratory. Retrieved July 20, 2010, from www.ncrel.org/sdrs/areas/issues/educatrs/profdevl/pd2stage.htm
Technology and Multiple Intelligences. (n.d.). eduScapes: A Site for Life-long Learners. Retrieved July 19, 2010, from http://eduscapes.com/tap/topic68b.htm
The Concerns-Based Adoption Model (CBAM): A Model for Change in Individuals. (n.d.). The National Academies: Advisers to the Nation on Science, Engineering, and Medicine. Retrieved July 20, 2010, from http://www.nationalacademies.org/rise/backg4a.htm