Early literacy : the empowerment of technology / Jean M. Casey.

Format:

Book

Author/Creator:

Casey, Jean Marie.

Contributor:

James Hosmer Penniman Book Fund.

Language:

English

Subjects (All):

Language arts (Early childhood)--Computer-assisted instruction.

Language arts (Early childhood).

Reading (Early childhood)--Computer-assisted instruction.

Reading (Early childhood).

Computers and literacy.

Educational technology.

Physical Description:

xiv, 198 pages : illustrations ; 26 cm

Edition:

Revised edition.

Place of Publication:

Englewood, Colo. : Libraries Unlimited, 2000.

Summary:

Computers are being integrated in early literacy classrooms nationwide and around the world. Learn how you can use computers effectively to boost student learning and achievement in your classroom. Filled with exciting information, this book shows you how your classroom can become a part of meaningful literacy projects with other classrooms throughout the world. It also presents the important global research information needed by political teams, school boards, administrators, superintendents, and all parties involved in the vital decision-making process surrounding technology implementation. This revised edition of Casey's critically-acclaimed work includes data on how computers make a difference in the classroom as well as information on software that has been used successfully with children learning English as a second language.

Contents:

Chapter 1 The New Literacy 1

Joining the Literacy Club 2

The Technology Solution Begins Early 4

Technology and Literacy Development: A Brief History 4

Integrating Technology in the Classroom 5

The Age of Computers 6

Sample of Early Descriptive Language 7

Literature and the Computer 7

The Long Road to Understanding How Literacy Occurs 9

At What Age Should Children Be Taught to Read? 10

Chapter 2 Birth of the Language Machine 13

Early Research in Aiding Literacy 13

Initial Teaching Alphabet 14

Language Experience as a Predecessor to Language Processing 14

A Simple Talking Word Processor 15

Synthesized Speech 16

Problems of Past Reading Programs 18

Phonics 18

The Search for New Solutions 18

Lessons from Students Who Learn to Write and Read a New Way 19

Codey's Silverfish Count 19

Dyslexic Nicholas: The Heavy Label 20

David Who Loved to Move and Discover 21

Writing Process with Speech Enhancement 22

No More Labels 23

How Language Processing Fits into a Literature-Based Reading Program 24

Chapter 3 The Discovery of Written Language in the Computer Age 25

Early Attempts to Use Computers with Young Children 26

Can Technology Improve the Learning Abilities of Young Children? 27

Preliminary Questions 27

The Role of the Computer 28

The Research: Experimental and Evaluation Procedures 29

The A.L.E. (Apprentissage Langue Ecrite) Software 30

Findings 30

Chapter 3 The Discovery of Written Language in the Computer Age (cont.)

Computers and the Acquisition of a Foreign Language 32

The Issues 34

The Research 34

Writing to Read, Reading to Speak 34

A New Approach to Written Language in Foreign Language Learning 35

When the Computer Speaks: Use of the Voice Synthesizer 36

The Research 37

Findings 37

Project MMM: Mini-Web, Multilingual and Maxi-Learning 42

Early Literacy Network Exchange Pilot Project: A Vision for the Future in Early Childhood Education 42

Chapter 4 A Computer Corner for Three-Year-Old Children 45

Early Learning 46

Qualitative Aspects of Early Learning 46

Quantitative Aspects of Early Learning 47

Implications for Educators 48

The Computer Corner: Objectives 49

Observational Objectives 50

Program Development Objective 50

Materials and Procedure 50

Results 50

Children's Experiences 51

Systematic Observation as a Research Method 52

Chapter 5 Computers and Special Needs Students 53

Hearing Impaired Students 54

Nonvocal Children 55

Gifted Children 58

Libby's Story 58

Advantages of Computers for All Children 60

Early-Intervention Programs 60

Visit to Maungawhau School in Auckland 60

Chapter 6 Writing to Read 63

Features of Writing to Read 64

The Marriage of Phonics and Whole Language 64

The Extreme Pendulum Swings in Reading Education 64

Literacy-Rich Environment 65

New Features 65

Building on the Language Experience Approach 66

Initial Reactions 66

Riordan Foundation 67

Success in Los Angeles 67

Spreading Enthusiasm 68

Writing to Read 2000 Update 71

The Wave of the Future: Classroom Infusion of Technology 71

Jessica 72

Chapter 7 Software for Early Literacy 75

Creative Writing at Its Best with KidWorks 2 76

Hardware and Software Innovations 77

How Computers Support Learning 77

Business Partnerships 78

Cautions About the Use of Computers 78

Waterford: Powerful New Complete Reading Program 79

Development of the Waterford Early Reading Program 79

Benefits to Teachers 80

Benefits to Children 81

Benefits to Families 81

The Classroom Reading Program 82

Wiggle Works: A Beginning Literacy System 84

My First Incredible, Amazing Words and Pictures 87

What We Know About Language Learning Today 87

The Need 87

The English Language Development Program 88

Successful Implementation of ELD at All Schools 89

SABES and SESOS Technology for Second Language Learners 91

The Southmost Elementary School Story 91

The La Feria Story 92

Studies on Using Technology with ESL Students 93

What to Do for Non-English Speaking Children 95

Adult Literacy 96

IBM's Principles of Alphabet Literacy System 97

Case Study on Adult Literacy 99

Chapter 8 Integration of Computers into the Classroom 101

The Place of Computers in the Classroom 101

Preparing Tomorrow's Teachers to Use Technology: Recent Brain Imaging Studies in Reading 103

Parents' Roles 104

Creating an Enabling Environment 104

Respect for Children's Messages 104

Funding for Classrooms 104

Early Literacy Support in the School Library/Media Center 105

Tips for Writing Success 106

A Word of Caution 107

Suggested Ways to Use Computers in Integrated Curriculum 108

The Teacher's Role in the Writing Process 108

How to Implement Computers in the Classroom 109

Chapter 8 Integration of Computers into the Classroom (cont.)

How Do Children Do Language Processing? 110

Software for Language Processing 110

Models of Implementation 111

Classroom Models 111

Mary Zirm's Class 111

Jenny McNiven's Class 112

Cindy Clegg's Class 112

Jennifer Casey's Class 112

Model of Classroom Design 112

Model of Funding for Implementation 113

Model of Online Access 113

Model of Teacher Training 114

Chapter 9 Technology Program Evaluation 115

A Recent Qualitative Evaluation 116

The Simi Star Evaluation Project 117

Training 117

Major Conclusions 117

Questions Frequently Asked by Superintendents, Principals, Teachers, and Parents 121

Additional Findings 122

Program Strengths and Weakness 124

School Districts Involved in the Simi Star Project 127

Follow-up Study of the Simi Star Project 129

Chapter 10 The Problem of Change in the Culture of School 131

How Innovations Change to Fit the Existing Culture of the School 132

How to Make Implementation Work in Your School 133

Major Changes Needed in Attitudes About Learners 134

Funding for Technology 134

Changes in Schools' Writing and Reading Environment 135

Is the Talking Computer the Best Reading Method? 135

Classrooms of the Future 136

Chapter 11 Future Directions 137

Future Possibilities 138

Innovative New Products 139

New Directions for Literacy Support/Community Centers 140

New University Programs 140

Cautions About Technology Innovations 141

Education of the Future 142

Appendix A Criteria for Scoring Writing Samples 145

Appendix B Casey Observation Scales, Simi Star Project 147

Appendix D Software Programs for Early Literacy 159

Appendix E Teacher's Checklist for Integrating Technology in the Classroom 163.

Notes:

Includes bibliographical references (pages 175-184) and index.

Local Notes:

Acquired for the Penn Libraries with assistance from the James Hosmer Penniman Book Fund.

ISBN:

1563088657

OCLC:

43864245