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Audiobooks help reach special needs/gifted students.

Audiobooks are the ultimate classroom equalizer. They put everybody on the same page at the same time.

Audiobooks enhance reading levels and comprehension.

Audiobooks help differentiate between language as written or spoken and provide the link between the two.

Reading becomes an enjoyable and anticipated activity.

ext dramatization results in a deeper emotional reaction to what's being read

Many children are never read to and many parents stop reading to their school-age children, but research has proven being read to is crucial to learning to read well and develop language skills. Audiobooks can fill this gap - resulting in immediate improvement in listening skills, vocabulary levels and reading comprehension.

Audiobooks are the link to language for special needs students.

using audiobooks as a classroom activity means remedial readers aren't singled out for special classes, but can stay and learn with the others.

Audiobooks offer a shared learning experience.

Students sharing their impressions and responses to the audiobook can enhance each other's horizons, leading to appreciation of different viewpoints.

But most educators today agree that literacy instruction, at minimum, should include computing skills

Bruce and Peyton (1999) state, "Teachers can use network-based approaches to literacy instruction to support authentic reading and writing, collaboration, student-centered learning, writing across the curriculum, and the creation of classroom writing activities."

Questions raised by educators as they consider integrating technology into literacy instruction focus on three specific areas: research, practice, and professional development. Research: What empirical evidence exists to confirm that new technologies can be effective in support of literacy instruction? What technologies actually improve literacy programs? What technologies have little or no effect? Are any technologies, in fact, harmful to development of successful literacy instruction? Practice: Precisely which technologies, to date, are being used successfully to support literacy instruction? What technologies hold promise for the future? How are teachers integrating them into literacy instruction? Professional Development: How has professional development in literacy-based contexts been influenced by the advent of educational technologies? What skills do teachers need for integrating technology into literacy instruction?

Educational researchers and practitioners alike assert that the potential of new technologies for learning is likely to be found not in the technologies themselves but in the way in which these technologies are used as tools for learning (Means & Olson, 1995; Owston, 1997; Valdez et al., 1999).

A traditional use of technology is skills reinforcement

An authentic use of technology is using it as a tool to accomplish a complex task

even as researchers begin to describe empirical evidence supporting the effects a particular technology on an educational practice, that technology itself is changing and in some cases even becoming obsolete.

few thorough studies have evaluated the efficacy of new technologies for literacy education

As Kamil and Lane (1998) comment, "It is too late to ask questions such as whether we should allow students access to the Internet. Rather, we should be conducting research that asks questions such as, 'What does it take to use Internet connections successfully in teaching literacy?' " (p. 339).

Educational technologies that support the development of students' reading skills include audiobooks, electronic books and online texts, electronic talking books, and programmed reading instruction.

Audiobooks promote students' interest in reading and improve their comprehension of text, notes Beers (1998). They also have been used successfully by students who cannot read traditional printed books because of visual or physical handicaps.

When used in conjunction with written texts, audiobooks help improve children's reading skills.

"The use of audiobooks with struggling, reluctant, or second-language learners is powerful since they act as a scaffold that allows students to read above their actual reading level. This is critical with older students who may still read at a beginner level."

n terms of their advantages, Anderson-Inman and Horney (1999) note that electronic books are searchable, modifiable (for example, font sizes can be increased to meet the needs of the reader), and enhanceable with embedded resources (for example, definitions and details).

With access to an Internet-connected computer, students can find a wide variety of free online reading materials, including books, plays, short stories, magazines, and reference materials. This benefit is especially useful for students in schools that have few resources for the acquisition of new books.

As students read the text, they are able to click on the links to access definitions of words, additional information on concepts, illustrations, animations, and video—all of which can increase their understanding of the material.

The use of hypermedia to improve student comprehension of text likely is related to its ability to respond to the needs of an individual learner for information, which results in an increased sense of control over the learning environment and higher levels of intrinsic motivation (Becker & Dwyer, 1994).

The speech component offers a digitized reading of general sections as well as pronunciations of specific words within the text; it supports and coaches students as they read the text of the story (Leu, 2000; McKenna, 1998).

McKenna (1998) notes that electronic talking books increase motivation to read as well as promote basic word recognition.

In general, electronic talking books have been found to support reading instruction by providing background information, extended response actions, play actions, and explanatory notes. Talking books also show promise of accelerating reading growth by offering readers immediate access to a word's pronunciation—thus easing the need of the student to rely on context cues to understand new words. They also can be equipped with a tracking system for troublesome pronunciations; this system can provide feedback to teachers, enabling them to identify particular categories of words for further student study.

Use of the Internet search engines can promote students' research and investigation skills and enable them to locate online information on any possible topic. Students also can access online journals, magazines, newspapers, encyclopedias, and informative Web sites. Unfortunately, some information on the Web is neither accurate nor reputable. Students need to learn how to evaluate this information.

We must begin to develop strategies to help each of us keep up with the continually changing definitions of literacy that will exist in our world

In general, teachers need ongoing, hands-on training in various literacy-based technologies. This training should enable them to become proficient in word processing, basic computer skills, e-mail, classroom conferencing, and electronic bulletin boards. It also should provide exposure to literacy software programs and computer-assisted instruction, electronic books, audiobooks, and multimedia composing. Of utmost importance is learning how to effectively integrate these technologies into literacy instuction. Other important components of effective professional development include adequate time, curriculum-specific applications, technical assistance and support, and a connection to student learning.

The school or district has a clear set of goals, expectations, and criteria for improvements in student literacy. Educational technology supports literacy instruction in the classroom and is integrated into the literacy curriculum. All students have opportunities to use educational technology to improve their literacy skills. Ongoing professional development on literacy and technology provides educators with current and practical applications for enhancing students' literacy skills.

Participate in the development of the school or district technology plan to ensure that literacy goals are well-integrated throughout the plan. Be involved in discussions and selection committees to choose specific technologies and software that support the literacy curriculum. Become familiar with Standards for the English Language Arts, developed by the National Council of Teachers of English and the International Reading Association, and the Technology Foundation Standards for All Students, developed as part of the National Educational Technology Standards by the International Society for Technology in Education. Determine how these two types of standards can be used in conjunction to promote literacy and technology in the classroom. Consider technology tools as an extension of—not a substitute for—traditional literacy instruction in the classroom. Determine how electronic books can be used in the classroom. Besides integrating video and audio cassettes into literature programs, go beyond these resources to embrace newer technologies for enhancing literacy. Be aware of online lists of award-winning children's books that can be suggested to children for reading. Develop strategies for using microcomputers in elementary language arts instruction. Monitor and reinforce the literacy skills that students are learning through classroom software. Follow appropriate guidelines for computer-assisted reading instruction in the classroom. Use computer-assisted writing instruction to promote students' writing skills. Guide students' writing, provide feedback, and encourage word processing for revision in the writing process. Use electronic portfolios to collect students' writing assignments and document their improvements in writing. Provide opportunities for publishing students' work on the Internet. Search the NETS database of lessons and units for grade-specific reading and writing activities that integrate technology into literacy instruction. Gain practice in evaluating online educational materials for use in instruction. Become aware of the National Educational Technology Standards (NETS) for teachers and take steps to meet these standards. Participate in ongoing professional development on literacy and technology. Keep abreast of current realities as well as innovations, either through personal involvement in professional organizations that foster the understanding of technology and literacy across the curriculum, or through connections with computer-support personnel throughout the district.

Students who are unmonitored in their technology use may not reap real benefits in literacy. They need continued challenges and connections with the teacher to ensure that they are attaining higher-order thinking skills.

Teachers should monitor group processes to ensure that all children are participating in the reading and writing activities of each project.

Technology is most effective when it is used as an adjunct to traditional reading instruction.

Few educators dispute that students are better motivated to read for comprehension and write to be understood when they are engaged in making real-world connections. But the value of these relationships is only as beneficial as the time and attention devoted to them

Birkets (1994) laments the repercussions for young readers. He denotes the comfort and connection in physically handling and slowly reading a printed book, and says that these qualities are lost when text is instantly transmitted electronically by the click of a mouse.

Birkets thinks that children are better served when adults read aloud to them, thus providing opportunities for spontaneous questions and verbal interaction.

In several studies, students tested for comprehension after reading from a screen demonstrated less understanding and poorer memory than those getting the same information from a book" (p. 152).

Without presenting words in multiple contexts, students' understanding of those words is limited to the narrow context suggested by the software—preventing students from truly 'owning' a word in all its multiple nuances and meanings, which vocabulary experts say is necessary if students are to actually feel comfortable using new words" (p. 123).