Works Cited
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Works Cited
Catts, H., Kamhi, A. (1998, December). Language and reading disabilities. In Lavoi…
Works Cited
Catts, H., Kamhi, A. (1998, December). Language and reading disabilities. In Lavoisier Librarie. Retrieved 01:42, March 16, 2013, from http://www.lavoisier.fr/livre/notice.asp?ouvrage=1191386
Features and Highlights. In Kurzweil Educational Systems. Retrieved 04:30, March 16, 2013, from http://www.kurzweiledu.com/kurzweil-3000-v5-mac-features.html
Kruzweil 3000 Testimonials. In Learning Center Solutions. Retrieved 04:45, March 16, 2013, from http://www.lcsllc.org/LearningCenterSolutions/Kurzweil/testimonials.php
Lepi, K. (2012, September 19). 50 Useful Apps for Students With Reading Disabilities. In edudemic. Retrieved 05:10, March 16, 2013, from http://edudemic.com/2012/09/the-50-best-ipad-apps-for-students-with-reading-disabilities/
Reading Difficulty and Disability. (2011, February 14). In National Institutes of Health. Retrieved 02:22, March 16, 2013, from http://report.nih.gov/nihfactsheets/ViewFactSheet.aspx?csid=114
Reading Disability. (2013, January 27). In Wikipedia, The Free Encyclopedia. Retrieved 01:07, March 7, 2013, from http://en.wikipedia.org/w/index.php?title=Reading_disability&oldid=535155286
Signs of a Reading Disability. (2013, January). In Education, PBS Parents. Retrieved 05:22, March 7, 2013, from http://www.pbs.org/parents/education/learning-disabilities/types/reading/signs-of-a-reading-disability/
Speak it! Text to Speech. (2013). In iTunes Preview. Retrieved 05:39, March 16, 2013, from https://itunes.apple.com/us/app/speak-it%21-text-to-speech/id308629295?mt=8
Related Links
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Related Links
Below you will find a compilation of links that are related to, helpful, and reso…
Related Links
Below you will find a compilation of links that are related to, helpful, and resourceful in regards to reading disabilities, the technological tools explored in this Wiki, and UDL.
Conclusive Summary
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Conclusive Summary
In conclusion, having a reading disability no longer has to identify or labe…
Conclusive Summary
In conclusion, having a reading disability no longer has to identify or label an individual. As long as the practices of UDL are implemented in a classroom setting, students with reading disabilities, no matter the reason for having the disability, can utilize the available tools to help them succeed in reading. Kurzweil 300, Impresto!, and Speak it! are just three of the numerous tools available that are proven to help students with reading disabilities.
Reading Disabilities & UDL
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Reading Disabilities & UDL
By implementing the technological strategies that were previousl…
Reading Disabilities & UDL
By implementing the technological strategies that were previously described (Kurzweil 3000, Impresto!, and Speak it!), the barriers that students with disabilities face every time they read or write will be alleviated. These programs lessen the cognitive load of students with reading disabilities because they will not be overwhelmed, and as a result become defeated, when it comes to reading. The challenges of decoding, comprehension, and retention are all addressed in these programs.
If these programs become part of regular instruction in a classroom, the principles of the Universal Design of Learning will be met. Instruction will not have to be individualized for each student; rather, it will become more accessible for all students, including those with reading disabilities.
Challenges & Strategies
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Challenges & Strategies
Explanation
There are three main challenges that an individual wit…
Challenges & Strategies
Explanation
There are three main challenges that an individual with a reading disability experiences:
decoding
comprehension
retention.
Though there are numerous types of strategies, some widely successful while others are more individualized, I am going to focus on three types of technological strategies that are used in the classroom or individually to assist individuals with reading disabilities.
home
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Welcome to my Wiki about Reading Disabilities and the Universal Design of Learning!
Introductio…
Welcome to my Wiki about Reading Disabilities and the Universal Design of Learning!
Introduction
My name is Janessa Senn, and I am a student in the Educational Technology Master's program at the University of South Carolina Aiken. I am currently taking a course titled "Technology for Diverse Populations" with Dr. Wissick. This course explores numerous disabilities--both visible and invisible, the available resources and assisstive technologies for people who disabled, the paradigm of the Universal Design of Learning (UDL), and how to create accessible webpages. The Wiki I created focuses on reading disabilities, the technology that can be used to assist individuals with reading disabilities, and how the technologies can be implemented into instruction so it reflects the principles of UDL.
Purpose
As a student in Dr. Wissick’s EDET 735 course, Technology for Diverse Populations, my knowledge about visible and invisible disabilities along with the technological tools and resources that serve as aides in order to improve the quality of learning and life, has greatly expanded. As a fourth year middle school English Language Arts teacher, the area that has the most direct meaning to me is reading disabilities.
Many, many students in my classes (and others) have a reading disability; however, not all of these students may have a diagnosis of having a reading disability, and some may not even know it. Because of this large number and equally large audience, providing multiple strategies to improve reading for everyone is significant. This is where the principles of Universal Design of Learning (UDL) is necessary.
UDL articulates specific guidelines to ensure accurate integration into instructional lessons. According to CAST, there are three identified modes in UDL, but for my focus, I am only going to address one mode. The first mode demands multiple means of representation of the information. This means that the information needs to be presented in several ways so that it is accessible to everyone. By simply doing this, reading disabilities are addressed in an instructional setting.
The best way to incorporate this first mode of UDL into the classroom is by using technology. There are a multitude of resources and tools that are designed (and based on the foundations created by UDL) for students with reading disabilities.
Rationale
During early childhood development, the acquisition of language is one of the key milestones. This milestone has great influence on a child’s future social and intellectual developments. As a result of this major impact, a delay in these developments can cause many intellectual and emotional effects on the child’s academic performance. One performance area that can be greatly affected is a child’s ability to read.
According to the National Institute of Health (NIH), up to ten percent of people have difficulty in learning to recognize and decipher printed words. This statistic reflects individuals with both average and above average intelligences. Based on research conducted by NIH, there is not one solidified belief as to what causes reading disabilities, but rather two accepted causes. Some believe that the argument that one’s environment determines one’s ability to read, depending on whether or not a child has a “textually-rich” upbringing, in which reading occurs often and regularly. Other’s believe that reading disabilities can be genetic, and therefore, have the genetic predetermination of difficulty with reading. Regardless of this argument, both theories firmly conclude that reading disabilities are brain-based.
Despite the belief of whether or not reading disabilities are entirely environmental, strictly biological, or a blending of the two, one cannot deny that it is a disability that affects many people around the world. There are numerous strategies available to help people with reading disabilities improve their decoding, comprehension, and retention skills. Utilizing technological strategies in the classroom to assist individuals with reading disabilities will reflect the standards for the Universal Design of Learning—UDL, while simultaneously address the aforementioned reading skills.
Goal
Since the number of students with the invisible disability of having a reading disability is, well, invisible, the practices of UDL (Universal Design of Learning), coupled with technology, will improve reading comprehension for students with identified reading disabilities and for students who do not have an identified reading disability. I believe that integrating technology into the classroom will directly improve reading comprehension for students with a reading disability.
Procedure
Determine the definition of reading disability.
Recognize causes of reading disabilities.
Identify two variations of reading disabilities.
Address the challenges of having a reading disability.
Explore traditional and technological strategies to assist students with reading disabilities.
Examine the relationship between technological strategies for students with reading disabilities and the Universal Design of Learning.
Evaluate various examples of integrating technological strategies for students with reading disabilities with the Universal Design of Learning.
