Adaptive Educational Technologies for Literacy Instruction

✍ Scribed by Scott A. Crossley (editor), Danielle S. McNamara (editor)

• Publisher: Routledge
• Year: 2016
• Tongue: English
• Leaves: 333
• Category: Library

✦ Synopsis

While current educational technologies have the potential to fundamentally enhance literacy education, many of these tools remain unknown to or unused by today’s practitioners due to a lack of access and support. Adaptive Educational Technologies for Literacy Instruction presents actionable information to educators, administrators, and researchers about available educational technologies that provide adaptive, personalized literacy instruction to students of all ages. These accessible, comprehensive chapters, written by leading researchers who have developed systems and strategies for classrooms, introduce effective technologies for reading comprehension and writing skills.

✦ Table of Contents

Adaptive Educational Technologies for Literacy Instruction- Front Cover
Adaptive Educational Technologies for Literacy Instruction
Title Page
Copyright Page
Contents
List of Figures
List of Tables
List of Contributors
Chapter 1: Educational Technologies and Literacy Development
Introduction
Literacy Skills
The Need for Supplemental Literacy Instruction
Overview of Chapters
Conclusions
Acknowledgments
References
Chapter 2: Challenges and Solutions when Using Technologies in the Classroom
Introduction
External Challenges to Classroom Technology
Internal Challenges to Classroom Technology
Considerations from an International Perspective
Conclusion
Acknowledgments
References
PART I: Reading and Comprehension Technologies for the Classroom
Chapter 3: Assessment-to-Instruction (A2i): An Online Platform for Supporting Individualized Early Literacy Instruction
An Introduction to A2i
Details of the A2i Technology
Evidence on Effectiveness
Accessing the Technology
Final Thoughts
References
Chapter 4: Common Core TERA: Text Ease and Readability Assessor
The Need for TERA
TERA
Discussion
Notes
References
Chapter 5: Dynamic Support of Contextual Vocabulary Acquisition for Reading (DSCoVAR): An Intelligent Tutor for Contextual Word Learning
Introduction
The DSCoVAR System
Evidence for Effectiveness
How to Access DSCoVAR
Conclusion
Acknowledgments
References
Chapter 6: Intelligent Tutoring of the Structure Strategy: A Reading Strategy Tutor
Improving Reading Comprehension via the Structure Strategy
ITSS: A Reading Comprehension Online Tutor
Development and Efficacy of ITSS
Access and Applications of ITSS for Classroom Teachers
Recent Adaptations and Limitations of ITSS
Conclusion
Acknowledgments
References
Chapter 7: iSTART-2: A Reading Comprehension and Strategy Instruction Tutor
Introduction
iSTART-2
Conclusion
Acknowledgments
Note
References
Chapter 8: TuinLEC: An Intelligent Tutoring System to Teach Task-Oriented Reading Skills to Young Adolescents
Introduction
Task-Oriented Reading Skills
The Need for Task-Oriented Reading Technology
TuinLEC
Studies on TuinLEC’s Effectiveness
Accessing TuinLEC
Integrating TuinLEC into the Classroom
Limitations
Conclusions
Acknowledgments
References
PART II: Writing Technologies for the Classroom
Chapter 9: Commercialized Writing Systems
The Need for Computer-Based Writing Instruction
Commercialized Writing Systems
Discussion
Conclusion
References
Chapter 10: The Criterion® Online Writing Evaluation Service
Introduction
The Need for Writing Technology
How AWE Can Support Development of Writing Skills
An Overview of the Criterion Online Writing Evaluation Service
Efficacy Studies
Accessing Criterion
Integrating Criterion into the Classroom
Limitations of Criterion
Conclusion
Acknowledgments
Notes
References
Chapter 11 We-Write: A Web-Based Intelligent Tutor for Supporting Elementary Classroom Teachers in Persuasive Writing Instruction
Introduction
The Targeted Skill—Persuasive Writing Skills with Upper Elementary Grade Children
The Need for the Technology
The Need for We-Write and Integration withTeacher Components
Description of the We-Write Framework and Technology
Evidence on the Effectiveness of the Technology
How to Access We-Write
Teacher Experiences and Notes
Acknowledgments
References
Chapter 12: The Writing Pal: A Writing Strategy Tutor
Writing Skills
Writing Pal Efficacy Studies
Accessing Writing Pal
Integrating Writing Pal into the Classroom
Limitations of Writing Pal
Conclusion
Acknowledgments
References
Chapter 13: Computer-Assisted Research Writing in the Disciplines
Introduction
Need for Technology
RWT
Accessing and Navigating RWT
Evidence of Effectiveness
Integrating the Technology for Learning
Limitations and Future Directions
Acknowledgments
References
Chapter 14: Writing to Learn and Learning to Write through SWoRD
Introduction
Writing as Central but Challenging
The Need for Effective Peer Feedback
The SWoRD System
Research on Student use of SWoRD
How to Access SWoRD, Now Named Peerceptiv
Ways of Integrating Peerceptiv into a Classroom
Conclusion
References
PART III: Future Technologies for the Classroom
Chapter 15: Project LISTEN’s Reading Tutor
An Introduction and Overview of the Technology
Why the Technology is Needed
Plans for Development and Testing of Technology
Timeline for Making the Technology Publicly Available
References
Chapter 16: EMBRACEing Dual Language Learners
Embodied Cognition and Reading Comprehension
MbR
EMBRACE
Acknowledgments
References
Chapter 17: The Language Muse Activity Palette: Technology for Promoting Improved Content Comprehension for English Language Learners
Introduction
The Language Muse Activity Palette (the Palette)
Future Directions: Student Outcomes Evaluation
Acknowledgements
Note
References
Chapter 18: The Reading Strategy Assessment Tool: A Computer-Based Approach for Evaluating Comprehension Processes during Reading
Introduction and Overview of the Reading Strategy Assessment Tool (RSAT)
Why is RSAT Needed?
Plans for Developing RSAT
Timeline for Developing RSAT
References
Chapter 19: Reading Comprehension Lessons in AutoTutor for the Center for the Study of Adult Literacy
Introduction and Overview of the Technology
Why the Technology is Needed
Plans for Development and Testing of Technology
Timeline for Making the Technology Publically Available
Acknowledgements
References
Chapter 20: Udio: Rich and Authentic Literacy Experiences for Struggling Middle School Readers
Overview of the Technology
Design and Development
Acknowledgments
References
Index