Use technologies to support early readers as they develop their traditional literacy skills and support their development of technological literacies at the same time.
How literate are you? (you can use Teen Chat Decoder to “read” these: http://www.teenchatdecoder.com/ - some are “not school appropriate”)
How literate are you? Ladle Read Rotten Hut Wants open a dime, depend add ark and chanted farce, tear vase a would cut her widow eye fanned a ladle gull bide an aim off Fred rotten hut. Wand Ada ladle gull smothers headed waste I'm far hurt ago tour gram mutter souse widow bass cat fool off me tend utters tougher gram auto heifer herd inner. Ladle read rotten hut vase knot toot airy or fuller hound Honda weigh to grammars souse. Butter ladle gull too curt I'm end vase topped buy a be Gary wool few wand it too nowhere sheer gong. "Two migraine mud errs souse toot acre this bass cat ford inner...."
How literate are you? Little Red Riding Hood Once upon a time, deep in a dark enchanted forest, there was a woodcutter with a wife and a little girl by the name of Red Riding Hood. One day the little girl's mother said it was time for her to go to her grandmother's house with a basket full of meat and other stuff for grandma to have for her dinner. Little Red Riding Hood was not to tarry or fool around on the way to grandma's house. But the little girl took her time and was stopped by a big hairy wolf who wanted to know where she were going. "To my grandmother's house to take her this basket for dinner...."
Or read this… Marry hatter ladle limb Itch fleas worse widest snore. An ever-wear debt Marry win Door limb worse shorter gore. http://www.justanyone.com/allanguish.html#_Toc505953305
Or this… Try checking just for CR or LF (vbCR or vbLF). If I remember correctly some Unix systems do not use CrLF, but just CR or LF. Don't know wich (sic) of the two though From a visual basic forum: http://www.vbforums.com/showthread.php?p=781857
Yet textbooks typically fail to provide the most basic conditions for readerly engagement. They are great vehicles for generating corporate profits, but poor ones for creating readers. They fail young readers on four dimensions of reading — authorship, form, venue, and duration.
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).
From NCREL: http://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/li300.htm