use of technology in teaching.pdf

Dyslexia, Dysgraphia, OWL LD, and Dyscalculia

Lessons from Science and Teaching

Second Edition

by Virginia W. Berninger, Ph.D. University of Washington Seattle

and
Beverly J. Wolf, M.Ed.
Slingerland ® Institute for Literacy Bellevue, Washington

I Translation Science: Situating the Present in the
Past and Future for Specific Learning Disabilities ... 1
1 Historical Context for Current Issues in Specific Learning Disabilities ... 3
2 Current and Future Directions in Defining and Differentiating Specific Learning Disabilities ... 19

II Translating Research Lessons into
Teaching Tips for Developing Students K–12 ... 27
3 Assessment–Instruction Links for Handwriting ... 29
Appendix 3A Assessment of Handwriting and Related Skills ... 52
Appendix 3B Instructional Resources for Handwriting and Related Skills ... 55
Appendix 3C Teacher Resources for Reaching Out to Parents About Handwriting and Related Skills ... 58
4 Assessment–Instruction Links for Word Reading/Spelling and Related Language Processes ... 61
Appendix 4A Assessment of Word Reading, Spelling, and Related Skills ... 84
Appendix 4B Instructional Resources for Word Reading, Spelling, and Related Skills ... 88
Appendix 4C Instructional Programs Developed for Students with Word Reading and Spelling Disabilities ... 91
Appendix 4D Teacher Resources for Word Reading and Spelling ... 93
5 Assessment–Instruction Links for Listening and Reading Comprehension and Oral and Written Language Expression ... 99
Appendix 5A Assessment of Listening and Reading Comprehension, Oral and Written Expression, and Related Skills ... 128
Appendix 5B Instructional Resources for Listening and Reading Comprehension, Oral and Written Expression, and Related Skills at the Vocabulary, Syntax, and Text Levels ... 132
Appendix 5C Teacher Resources for Listening and Reading Comprehension, Oral and Written Expression, and Related Skills ... 139
6 Assessment–Instruction Links for Math Concepts, Computations, and Problem Solving ... 143
Appendix 6A Assessment of Math Concepts, Computations, Problem Solving, and Related Skills ... 165
Appendix 6B Instructional Resources for Math Concepts, Computations, Problem Solving, and Related Skills ... 168
Appendix 6C Teacher Resources for Math Concepts, Computations, Problem Solving, and Related Skills ... 172

III Systems Approaches to Schools, Families, and Learners with Specific Learning Disabilities ... 175
7 Classroom Organizational and Social-Emotional Climate Issues ... 177
8 Teaching Across the Content Areas of the Curriculum ... 191
9 A Systems Approach to Teaching and Learning ... 207
Appendix 9A Instructional Resources for Executive Functions ... 217
10 Co-occurring Specific Learning Disabilities and Twice-Exceptional Students ... 219
11 Use of Technology in Teaching ... 223

IV New Beginnings in Teaching Students with and without Specific Learning Disabilities ... 231
12 Preservice and In-Service Professional Development for All Educationally Relevant Disciplines ... 233
Appendix 12A Resources and Models to Prepare Preservice General Education Teachers and Other Educational Professionals for Teaching Students with Specific Learning Disabilities ... 240
13 Cross-Disciplinary Communication and Collaboration ... 249
14 Free Appropriate Public Education for All Students, with and without Specific Learning Disabilities ... 263
Appendix 14A Common Core Standards for Educational Policy Makers, Lawyers, Legislators, and Government Regulators: A Team Approach ... 274

References ... 277

Index ... 295

About the Authors

Virginia W. Berninger, Ph.D., Professor and Research Affiliate, Educational Psychology, Center on Human Development and Disability, University of Washington, Box 353600, Seattle, Washington 98195

Dr. Berninger received her Ph.D. in psychology at Johns Hopkins University and has had a career informed both by translation science (bridging basic research and application to practice) and interdisciplinary contributions to assessment, diagnosis, and treatment, including instruction. Her current efforts focus on evidence-based, treatment-relevant differential diagnosis of specific learning disabilities and professional development for teachers and other professionals in schools and outside schools who influence school practices.

Beverly J. Wolf, M.Ed., Director, Slingerland ® Institute for Literacy, 12729 Northup Way, Suite 1, Bellevue, Washington 98005

Ms. Wolf received her M.Ed. in education at Seattle Pacific University and brings to this collaborative effort experience as a classroom teacher, a principal of an elementary school for children with dyslexia, and an educational consultant providing professional development nationally. Her work emphasizes the collaboration of many professionals in supporting students with learning disabilities.

Use of Technology in Teaching

In the information age the interface between computer tools and student computer users is relevant to students with and without specific learning disabilities (SLDs). Although computer tools are often recommended for accommodations for students with SLDs, they can also be used for explicit instruction in oral and written language and math.

Teaching Students to Use Computers

The computer is an invaluable tool for writing activities—it can be used to produce letters, detect and fix spelling errors, and generate and revise written texts. However, whether students with dysgraphia or with or without other SLDs benefit from use of computers in written expression may depend on whether they receive explicit, systematic instruction in keyboarding, spelling, and composing with the computer. Therefore, multidisciplinary team assessments should evaluate the processes related to both handwriting and keyboarding in designing individually tailored instruction for a specific student.

Need for Explicit Handwriting Instruction

For students with severe dysgraphia, a decision has to be made as to whether instruction should focus on just manuscript and cursive handwriting or on keyboarding to use in operating a computer for written assignments. Research is pointing to the value of teaching both handwriting modes and keyboarding to students with and without SLDs. If a decision is made that a student with dysgraphia should, as an accommodation, be allowed to use a computer for all written assignments, then explicit instruction in keyboarding should be provided.

Need for Explicit Spelling Instruction

The need for explicit instruction in spelling continues even in the technology era with spell check. Often, students with dysgraphia, dyslexia, and/or oral and written language learning disability (OWL LD) do not have grade-appropriate spelling skills. Evidence-based approaches for teaching spelling without a computer can improve the ability of students to proof and correct their spelling errors when using a technology tool to communicate in written language.

Need for Explicit Written Composition Instruction

Computers can be used to teach strategies for planning, translating, reviewing, and revising a written composition. An important skill to learn is to read source material and write about it; this skill is essential for integrating reading and writing.

Use of Computers in Content Areas of the Curriculum

Using both visual and verbal information in designing and writing technology-supported instructional tools is more effective than verbal alone. It is crucial to evaluate the effectiveness of technology in providing instruction across the curriculum to ensure comprehensive learning experiences for students with SLDs.

Use of Computers for Both Accommodation and Explicit Instruction

Computer tools can be used for accommodations as well as explicit instruction for students with SLDs. It is crucial to find the best match between the technology and the learner to enhance the education of students with and without SLDs.