This document discusses effective strategies for teaching literacy skills including reading, writing, and mathematics to students with disabilities. It outlines research-based components of reading instruction including phonological awareness, phonics, fluency, vocabulary, and comprehension. Specific technologies are presented that can support students in developing these skills, such as text-to-speech, speech recognition, and digital planning tools. Effective elements of writing instruction are also summarized, along with technologies that can aid the writing process from pre-writing to publishing. The document concludes by noting the broad nature of mathematics instruction and importance of positive behavior supports and Universal Design for Learning.

1. Literacy
AT Bootcamp
ATIA 2013
Behnke & Marotta

2. Agenda
 Reading and accommodations
 Writing and accommodations
 Mathematics
 Learning management

3. Reading

4. Research Based Effective
Components of Reading
 Phonemic (Phonological) Awareness
 Phonics
 Fluency
 Vocabulary
 Comprehension
4

5. Phonological Awareness
Instruction
 Understanding discrete sounds/phonemes
 Recognizing which words in a set of words
begin with the same sound
 Isolating and saying the first or last sound
in a word
 Combining or blending the separate
sounds in a word to say the word
 Breaking or segmenting a word into its
separate sounds
5

6. Technology Can…
Support a student learning to…
 Recognize patterns in words
 Create words from letters, other
words, pictures or sounds
 Use auditory feedback as words are
created or segmented
 Convert words by isolating and
changing phonemes
6

7. Clicker 5
 Enables students
to write with
whole words and
pictures
 Talking word
processor
 Create your own
grids
 Writing supports
for all abilities
7

8. Teach Me Nouns
 Increase vocabulary
comprehension
 Improve articulation
skills
 Increase language
expression
8

9. Simon SIO
 Individualized phonics instruction and corrective
feedback
 Systematically and at individuals’ own pace learn
letter sounds and word families
 Discrimination between like words and reading
newly learned words within controlled texts

10. Phonics Instruction
Systematic Direct Teaching
 Letter-sound relationships
 Spelling strategies
 Writing strategies
10

11. Technology Can…
Support a student learning to…
 Pair sounds and letters to form words
 Spell with success
 Practice fluency in reading sentences
 Adapt reading strategies as
immediate feedback is received
11

12. WordMaker
 Pat Cunningham
and her concept
of working with
words
 Supports rhyming
 Develops new
words from base
words
 “s” in front of “it”

13. Co:Writer
 Read words as you
go along
 Word prediction
 Word bank with
topic dictionaries

14. Fluency Instruction
 Bridge between word recognition and
comprehension
 Development is gradual over time
 Difference between more fluent readers
and less fluent readers
14

15. Technology Can…
Support a student learning to…
 Practice reading aloud
 Use models to develop fluency
skills in reading
15

16. Word Processing Authoring tools
 Record yourself as you read
 Listening to yourself read a story

17. Start-to-Finish
 Recorded
professional talent
reading
 Online books
version
 Highlight word-by-
word
 Check for
understanding

18. Scan, Read and ‘Voicing’ Systems
 Kurzweil 3000
 Firefly for the iPad
 WYNN
 Read and Write Gold
 readPlease
 WordTalk plug in for MS Word
 ReadOutLoud

19. Vocabulary
 Most Vocabulary Is Learned Indirectly As
Students:
 Engage in daily oral language
 Listen to adults read to them
 Read extensively on their own
 Some Vocabulary Must Be Taught Directly

20. Vocabulary
 Recognizing and Understanding Words
 Synonyms and Antonyms
 Definitions
 Elaboration
 Context

21. Technology Can…
Support a student learning to…
 Search word meanings
 Explore new words
 Elaborate on immediate vocabulary
21

22. Tools
 eBooks Built in dictionaries
and reading supports
 Highlights
 Reading Pens

23. Text Comprehension
Comprehension Strategies
 Identify where difficulty occurs
 Identify what the difficulty is
 Restate the difficult sentence or
passage in own words
 Look back through the text
 Look forward in the text for
information that might help them to
resolve the difficulty
23

24. Technology Can…
Support a student learning to…
 Look up meanings of difficult words or
unfamiliar phrases
 Sequence events in a story
 Discriminate the parts of a passage
24

25. News-2-You

26. Pix Writer and Picture It
 Understand text
with picture
support
 Use pictures to
convey whole
meanings

27. Group Activity #1

28. Writing

29. Effective Elements of Writing Instruction
(Executive Summary,Writing Next report)
 1. Writing Strategies - teaching students
strategies for planning, revising, & editing
 2. Summarization - explicitly & systematically
teaching students how to summarize texts
 3. Collaborative Writing - instructional
arrangements in which students work together to
plan, draft, revise, & edit their compositions
 4. Specific Product Goals - assign students
specific, reachable goals for the writing
29

30. Effective Elements of Writing Instruction
(Executive Summary,Writing Next report)
 5. Word Processing - computers and word
processors as instructional supports for writing
assignments
 6. Sentence Combining - teaching students to
construct more complex, sophisticated
sentences
 7. Prewriting - activities designed to help them
generate or organize ideas for their composition
 8. Inquiry Activities - analyzing immediate,
concrete data to help them develop ideas &
content for a particular writing task
30

31. Effective Elements of Writing Instruction
(Executive Summary,Writing Next report)
 9. Process Writing Approach - interweaves a
number of writing instructional activities in a
workshop environment that stresses
extended writing opportunities, writing for
authentic audiences, personalized
instruction, & cycles of writing
 10. Study of Models - opportunities to read,
analyze, and emulate models of good writing
 11. Writing for Content Learning - uses
writing as a tool for learning content
material

32. Stages in the Writing Process
Reflective Recursive
Prewriting
Publishing Drafting
Editing Revising
Source: Texas Education Agency

33. Strategies for Teacher Tool Use
An effective instructional sequence would
include:
 Explanation with problem definition
 Modeling with interactive teaching
 Guided practice with substantive
facilitation
 Independent use with teacher
conference

34. Access to Writing Process Tools
 For Students with Disabilities
◦ Students with Print Disabilities
◦ Students with Vision Impairments
◦ Students with Physical Disabilities
◦ Students with Cognitive Impairments

35. PRE-WRITING
 Graphic organizers
 Writing checklists
 Digital planning & organizational
tools
 Digital mapping tools

36. Tools to explore
 Webspiration
 Inspiration/kidspiration
 AppWriter
 Pulse Pen
 DraftBuilder
 LiveScribe pen

37. Drafting
While prewriting activities and tools can
assist the writer during initial drafting, the
writer must still juggle:
◦ Planning what to say and how to say it
◦ Selecting words, sentences, and text
structures
◦ Producing the text
◦ Monitoring his or her writing in order to revise
“on the fly”

38. Digital Planning & Organization Tools
 Drafting Supports
◦ Word or phrase “ideas” from prewriting can
serve as sentence starters or provide vocabulary
for drafting
◦ Digital outline files can be used to generate a
first draft when more extensive written
information was produced during planning &
organization
◦ Drafting support can be done through ‘copy and
paste’ or ‘click and drag’ or an “auto create”
function
38

39. Tools to explore
 Templates : ClozePro by Crick
 Prediction: Co:Writer by DJI
 Speech Recognition: Windows or Dragon
Naturally Speaking
 Webnotes

40. Revising & Editing
Two Complementary Processes
 Revising
◦ Clarifies meaning and expands ideas
◦ Makes the writing more interesting and
understandable to the reader
 Editing
◦ Correction of errors in the conventions of
writing: spelling, capitalization, punctuation,
and grammar
40

41. Tools to explore
• Custom Dictionary – Co:Writer with word
banks and topic dictionaries
• Electronic dictionaries/Thesaurus
• Highlighters
• Pens/tape
• Electronic highlighting
• Auditory word
processing -- WYNN

42. Publishing
Good Writing Checklist
 I capitalized words correctly
 I used correct punctuation
 I used the Spell Checker to check my spelling
 I used exact and interesting language
 I checked my writing carefully for sentence
fragments and run-ons
 I read my writing carefully and looked for ways
to make it better

43. Tools to explore
 Traditional “books” or journals
 Digital recordings
 Digital narration of text
 Blogs, Vlogs, Edmodo

44. Group Activity #2

45. Mathematics
 Very broad area
 Basic Math
 Fractions
 Pre-Algebra
 Algebra
 Geometry
 Word problems

46. Learning Management
 Positive behavior supports
 Engagement!!
 Applying Universal Design for Learning
strategies and techniques
 Making content viable, real, and applicable
 Setting goals
and expectations
up front

47. In conclusion…
 Reading
 Writing
 Applications of technology
 Integration of technology tools and
strategies
 Support of these tools in all environments
 Trial and error… AT Cycle of assessment