GRAMMAR
Reading for information is very much a lexical process. We focus on the message-bearing words. Often we don't take account of the little words that hold the text together - words like at, the, in, this, 'd and to in my first paragraph above. But if we want our learners to improve their English grammar these are exactly the words they need to look at very carefully. So there is a contradiction between learning to read efficiently and using that reading to develop a knowledge of grammar. They are quite different processes.
Amazing site full of ideas for tools to help students read - voice to text or text to voice?
he most flexible option (and also the most expensive) would be to purchase software capable of converting text files into audio files. A quick internet search will reveal several downloadable programs for running text to audio conversions. However, for a school purchase, it might make sense to investigate programs that can be used for a variety of reading and writing tasks such as Kurzweil 3000, Proloquo, TextAloud and WYNN. With these tools, you can convert any text file to a sound file; students can then listen to text using an MP3 player, their computer or CD player. Using a scanner, you can easily scan any print material and create recorded text for your students for any book, textbook, handout, or article you use in your teaching.
(December 2007)
Page on reading with assistive technology.
Great worksheets on phonics and other spelling strategies for beginners.
Great learning resource for extra literacy work with communication topics. Voice and quizzes.Learning Resources is designed to help adults improve basic skills like reading and spelling using real-life stories on topics of interest to adults
Really worth reading. Well expressed ideas on running a class through deep reading activities - with explanations as to why this would work. But it really is worth trying very hard to make PGW work.
Story telling and prediction video
Professor Kevin Wheldall was appointed Professor of Education and Director of Macquarie University Special Education Centre in 1990. In 1995, he established the MULTILIT (Making Up Lost Time In Literacy) Initiative, to research and develop intensive literacy interventions for low-progress readers. The MULTILIT Initiative has attracted over $12 million in research and research consultancy income since 1996 including the extensive Commonwealth Government funded evaluation project, An Evaluation of MULTILIT. Since 2006, Wheldall has also been the Director of the MULTILIT Research Unit. He was Associate Dean (Research) for ACES between 2004 and 2006, was elected a Fellow of the Academy of Social Sciences in Australia in 2006 and of the International Academy for Research in Learning Disabilities in 2007, and is a Fellow of the British Psychological Society and College of Preceptors (UK). In 2008 Wheldall was awarded the Mona Tobias award of Learning Difficulties Australia (LDA) in recognition of his services to learning difficulties in Australia. In 2009 he was inducted into the Macquarie Innovators Hall of Fame for his MULTILIT work. In Macquarie’s last externally evaluated review of research quality, Professor Wheldall was ranked in the highest category, as being within the top ten per cent of researchers in his field internationally.
Media mentions on reading spec relating to Prof Kevin Wheldall of MULTILIT.
Professor Kevin Wheldall (MULTILIT): has achieved great success with disadvantaged children using his MULTILIT program. The Australian, 7th February 2008. Professor Kevin Wheldall (MULTILIT): said children need direct instruction in learning to read. Sydney Morning Herald, 20th March 2008.
Professor Kevin Wheldall (MULTILIT): said it was common for parents of low-progress readers to be told their children would “get it” and not to worry. Herald Sun, 15th April 2008.
Comprehensive research on Direct Instruction (DISTAR) - demonstrates this highly effective approach to helping special education students achieve mastery in reading and mathematics.
Escondido Union School District dedicated to the idea that digital audio can be a powerful learning tool for all students. This learning community of teachers is using digital audio tools (iPods, mics, iTunes, Keynote, Garageband, etc. and various accessories) to improve reading processes. iRead is not a program that you can install or purchase.
Reading aloud using theatre.
Lots of excellent resources to print off and use. For beginners.
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"One of the key issues I've noticed in getting my elementary learners to read is that of self-confidence. When confronted with a reading text, particularly one that's authentic, or semi-authentic, it's easy for them to think; 'I haven't got enough grammar or vocabulary' or 'I can't read English.' There's then a danger that I tune into their fears and give them material which is easy but boring."