Return-Path: <nifl-aalpd@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id i8TE5o812636; Wed, 29 Sep 2004 10:05:50 -0400 (EDT) Date: Wed, 29 Sep 2004 10:05:50 -0400 (EDT) Message-Id: <008601c4a62c$f3cb3810$2500a8c0@DDQPYT21> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-aalpd@literacy.nifl.gov Originator: nifl-aalpd@literacy.nifl.gov Sender: nifl-aalpd@literacy.nifl.gov Precedence: bulk From: "Art LaChance" <arthur@ellijay.com> To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Subject: [NIFL-AALPD:1601] Re: Integrating computer technology X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 6.00.2800.1409 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 2582 Lines: 57 hmmm looks like Pandora's box here Andrea. For the mid range ABE/ASE students we got real attached to the '93 version of basic Plato for reading math and language skills, primarily due to the low degree of complexity and logical arrangement. It's setup to provide small steps in skill building followed by small 'mastery' testing (5 ques), with appropriate visual feedback for successful completion. We find it exceptionally effective for the part time student and especially those who are only able to spend an hour or two per day in class. Plato's range of applicability is 4th grade level reading comprehension and better. For the nonreader to around middle 4th grade (TABE referenced) we use Language Tune-up Kit, affectionally known as LTK. It's Orton-Gillingham based. The beauty of this is the simplicity of usage for the student. Symbology is used for navigation while visual cues are accompanied by auditory instructions. It's strength lies in the auditory, visual, and haptic combination of student involvement. For ESL/ELP etc, we use Rosetta Stone. We also use Rosetta Stone for low level readers. Rosetta is visual, auditory, and haptic all rolled into one also. Photograph quality pictures of daily life accompanied by short three word sentences all the way up to three and four sentence paragraphs on CD #2. Plus variability of delivery modes for instruction; groupings of four photos accompanied by verbal with no print, print with no verbal, student input via voice w/playback, and/or typing. Student can read to the computer then play their voice back and self correct as they go. This has replaced the Golden Book sequencing we were talking about here recently. Most important I guess is combination of simplicity and effectiveness. Low degree of "red wheels". Red wheels look pretty but may not have a thing to do with effectiveness. So the question becomes what does the student really need, red wheels or simple dimple direct to the point skill building. Red wheels also provide visual confusion and various degrees of distraction away from the goal of progressive and specific memory engram building. art ----- Original Message ----- From: <AWilder106@aol.com> To: "Multiple recipients of list" <nifl-aalpd@literacy.nifl.gov> Sent: Wednesday, September 29, 2004 9:01 AM Subject: [NIFL-AALPD:1599] Re: Integrating computer technology > Art, > > What programs have worked well for you, and why? What is it they do that others don't do? In your view, what are the most important elements in a good program? > > Thanks. > > andrea
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