Learning Media Assessment

"Assisted Reading with Digital Audiobooks for Students with Reading Disabilities." N.p., 2011. Web. 11 Oct. 2016.” The authors main claim in this article was to test out the efficacy of assisted reading with digital audiobooks with the traditional practice of sustained silent reading in terms of reading fluency and reading attitude with elementary students with reading disabilities. The author claimed that, “kids with reading disabilities that assisted reading with digital audiobooks had a greater increase in reading fluency compared to the kids that participated in the sustained silent reading.” The second source that I used was, Esteves, Kelli J. "Audiobooks for Struggling Readers: Using Audio-Assisted Reading in a Balanced Literacy Program." (2009). The authors claim that audio assisted reading with audiobooks are of good help and self- confidence to kids with reading disabilities. The author claims that “audiobooks and struggling readers also present findings from a study on the effects of audio-assisted reading with digital audiobooks for students with reading disabilities” in the

I am a bit surprised to hear he is not doing well in reading, he does very well at home. He

It is said majority of deaf high school graduates read at the fourth grade level (Easterbrooks & Beal-Alvarez, 2013). This result can improve; however, the question is how it can be improved. In order to achieve this goal, we must discuss what we already know. Learning to read begins

In my time spent recording my media use, I discovered something about myself that I wasn't quite eager to admit before- I'm a media addict. A smartphone holds the gritty details of my entire life, and even when it's in my bag I tend to reach into its pocket just to touch it, to make sure it's still there, safe and sound. A neighbour in my apartment complex burnt his food and set off the fire alarm, and the first thing I started to do was disconnect my PS4 to bring outside with me. While it was a false alarm, it was still a very real embarrassment. In short, I keep my primary sources of media close to my heart and, consequently, clutched to my chest while anxiously awaiting the all clear from the landlord.

Three thing that I learned about formative assessments is the following: Firstly, students should be owners of their own learning, descriptive feedback is better than grades and formative assessments is led by teacher but done with students. The most important takeaway from the video for me is the three parts of a formative assessment which is to help the child discover or point out yourself the problem, establish a goal and develop a plan to do to close that gap. I don’t believe there is a giveaway in the videos; I especially like the notion that not every child has to have the same goals. One questions that I have after watching this video is what are some tool and incorporate formative assessments in lesson plan daily.

As a person with a major visual impairment myself, I found the first video fascinating. In the video the audience is introduced to Mason, a 6-year-old boy, whom is completely blind in one eye and has only partial vision in the other. His overall visual acuity is approximately 20/300 versus the standard visual acuity of 20/20. In the video the types of technology introduced and discussed were the Mountbatten Brailler, iPad, and a Smart Board. A Mountbatten Brailler is a type of Braille machine, which in a traditional braille machine that has been equipped with audio as well as word processing capabilities. It’s particularly useful for children because of the audio responses. Mason also utilized an iPad at home and in school as an additional education tool because of the capabilities to run education games and increase the size of text and images to make it

Continued research has revealed that the myth of a glass ceiling for Deaf readers is false. Additionally, we now have supporting research that Deaf students learn and store memory differently than hearing students. These advancements in our understanding does not close the gap, but it shows us what we are doing wrong. Researchers are seeing progress in scores, in many areas around the country. If given the resources we know that Deaf children can read on grade level. Many problems remain a mystery, but experts recognize that early intervention is key to having successful Deaf readers. Interventions are only possible if we discover the hearing loss early enough; luckily hearing tests are becoming common practice for newborns nationwide. Despite the many obstacles that lay ahead for Deaf students, there are solutions to each of these problem. The gap between Deaf and hearing students is wide, but the gap can be closed with exposure to language and reading interventions. With more research the gap will close and improvements can be made for all Deaf students in the

-Testing: Each group will be given the same computerized assessment. The assessment questions will be taken from the district's proficiency exam for English I. These questions are categorized by standards and have been used on previous state

Deaf children tend to have difficulties learning how to read. In fact, most deaf individuals can only read at the fourth-grade level upon graduating from high school, which barely approaches the proficiency needed to comprehend newspaper articles (Goldin-Meadow & Mayberry, 2001; Paul & Quigley, 1990). Given the importance of literacy for succeeding in school, the workforce, and even mundane activities, it is necessary to better understand how people who are prelingually deaf (i.e., are deaf before beginning to speak) can learn to read proficiently. When hearing people read they recode print into an auditory form by making use of the phonological loop of working memory (Wilson & Emmorey, 1997). Although people who are prelingually deaf cannot

I was not planning on changing speech services. Speech is being done well and I continue to get positive feedback and have mini conversations with the Therapist at the school. Speech services are being done by the same agency that will be working with him once changes are made with Medicaid. That way, he will not have to re-adjust to another person or agency. Right now services are being provided at a later time of day (after traditional speech services) at the school. Once the issue is solved he will receive services at the normal hours between 9-3. I don't know the date speech started the assessment was August 3rd and services started within 2 days of that. I email you all along with the information sent by the Therapist with her attached

Students will be assessed based on their growth as readers and interpreters of complex text; students will be assessed using the district-developed multiple-choice and short answer response assessments.

difficult for children who have not been exposed to verbal language in their earliest years. In addition to this, phonics would be inaccessible to children who may be deaf and according to the current policy in place and their ‘cure for all’, there would be no real means of a different technique provided for them to suit their individualised needs (Davis, 2014; Bousted,2006). Furthermore, children who do not have additional needs may find phonics difficult due to all children being different as well as their learning needs too (Stuart, 2005; Clark 2013). Thus, how will early reading be achieved successfully here for children with additional needs and/ or different learning needs? Especially since, “at the heart of the educational process lies the child” (Plowden, 1967:2) not the method of reading/teaching instruction (Roper-Schneider, 1985).

Reading is the process in which the reader constructs meaning from print. However, in order to achieve comprehension, a reader must have world knowledge, vocabulary, phonic skills, and fluency. Notably, children who are deaf or hard of hearing (DHH) experience difficulty reaching comprehension because of delays in language. Delayed language is an issue because successful reading hinges on the language skills of the reader. The delayed language skills of students who are DHH impact all of the literacy processes.

Thomas was born on November 11th 2010 and has been early/ on track with his language development from day one. Around two to three months, Thomas began babbling and spoke his first word at ten months. By eighteen months, Thomas started combining two words and spoke in sentence at around two years old. Thomas’ speech has been progressing and has been accurate to the point where his parents are not worried about his speech or language development. Thomas can understand what is being said to him although sometimes he can sound a little nasally when he communicates with others or just to his parents. At the Montessori School in Fort Worth, Thomas was tested for his speech and language in the spring of 2015. After his testing he did not need to

An adaptation for students who struggle with reading is to have the instruction and story problems read out loud to them. This will help them understand what is being asked. It will also level the field for all the students.