Contents contributed and discussions participated by Susan O'Day

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shared by Susan O'Day on 10 Oct 10 - Cached

shared by Susan O'Day on 02 Oct 10 - Cached

Using recorded books from Pacific Learning's New Heights program, they asked children to listen to the text on tape while following along on paper, and repeat the exercise until they could read each story on their own. Between November and April, the number of grade-level readers in Root's class doubled
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teacher Pat Harder (a member of The George Lucas Educational Foundation's National Advisory Board), uses audio books to expose students to text that's beyond their reading ability but that challenges their vocabulary and comprehension. That way, struggling readers aren't stuck with boring content, and they have the chance to learn to love literature.
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A perk of audio books is their accessibility
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...3 more annotations...
With a click, educators can download a book for multiple students to hear, either digitally or by burning the narrative onto a CD
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Denise Johnson, assistant professor of reading education at the College of William and Mary, cautions in the Web-based journal Reading Online that audio books are not for every student. They're too fast or slow for some, and too cumbersome for those who prefer to read only on paper.
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can introduce children to new genres, cultivate critical listening, and highlight the humor in text,
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shared by Susan O'Day on 02 Oct 10 - Cached

The International Reading Association goes so far in its position statement on technology to say students "have a right" to instruction that develops critical forms of literacy for using computers and the Web.
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The key benefits of computer-based reading lessons are simple: They help students practice reading at their own pace and give individualized instruction and immediate feedback -- all when the teacher might be occupied helping other kids,
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a group of experts convened by Congress in 1997 to assess various reading-instruction methods -- found generally positive results in the existing research and called for more study on the best uses of technology for teaching.
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...1 more annotation...
To be digitally literate, Leu argues, students must identify an important problem or question, pinpoint information within an unchecked world of resources, critically evaluate material for bias and reliability, synthesize information from disparate texts, and effectively communicate through email, blogs, and other forums. Those aren't technology issues to be relegated to computer class, he says; those are literacy issues. Both books and computers are technologies for reading.
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shared by Susan O'Day on 02 Oct 10 - Cached

Students in Belarus post their folktales on the Internet and in turn are treated to student interpretations of local stories from their own countries, providing a unique window into new cultures, customs, traditions, and beliefs.
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iEARN is a network of teachers and students who use the Internet and email to carry out collaborative projects that embody activist teaching and learning.
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Through international collaboration, problems get solved. But the individual student benefits as well. We see heightened motivation in class. We see improved reading and writing skills. We see excited students taking one aspect of a project and expanding it to another that they created on their own.
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