Text-to-Speech Software for Editing

Text-to-Speech is a great tool to use on a Microsoft program or online program.  Text-to-Speech converts typed (written) text into word sounds read by a programmed reader.  The text-to-speech tool can be used for many things including the editing process.  This tool can be used for the editing process because being a good writer means that you can be a good reader.  Often times, students’ writing is not clear because they are not adept to really reading as a reader should.  If their papers (essays, book reports, etc.) are read back to them and something doesn’t sound right, they are able to immediately pinpoint what it is that they need to correct.  If their writing is converted to sound using a text-to-speech tool, the editing process can be easy.  Additionally, sophisticated text-to-speech software applications allow students to “… control the voice, rate of speech, and which sections of text they need to listen to. Some students have a much higher auditory fluency than printed text fluency and will perform better academically in an auditory setting.” (Davis, 2011) Several authors and students as stated on blogs, have personal testimonies that using text-to-speech software for the editing process is beneficial for the work they do. 

However, as with all technology applications, there are setbacks as well.  My questions is: will using this tool make a writer or reader to become lazy and not learn the basic fundamentals of what it is to reciprocate both areas?  Another point to make is that the programmed readers on this tool is not reading based on “real-in-the-moment” reading or using mind reasoning; therefore, it can be hard for a writer using this tool to distinguish the appropriate emotional verbiage related to their writing and thus make the editing process more difficult than not. 

Overall, I feel that the pros of using text-to-speech software outweigh its cons.  This tool is more beneficial to students’ reading and writing skill than it is not beneficial.  Teachers should implement this type of technology in the classroom during reading and writing times so that students are able to listen and ultimately pinpoint their own mistakes in writing or improve their reading comprehension skills.

Davis, D. (2011). Top 10 Classroom Technology Strategies.

Spellcheckers

Spellcheckers

Spellcheckers can be lifesavers!  Even as adults, none of us are perfect spellers.  Using a spellchecker is a convenient tool for correcting misspelled words before sending a document.  I often use the spellchecker on Microsoft word before sending emails or spelling something on the board for students to see.  Another way I use the Microsoft Word spellchecker is when I need to submit something such as a blog point or discussion board post.  In this case, I often like to type out what I want to say on Microsoft Word document (as I am doing to type this post) and allow the spellchecker to find any misplaced words. 

However, there is debate on whether students should be allowed to use spellcheckers.  Johanna Sorrentino, author of Is Spell Check Creating a Generation of Dummies? suggest that students aren’t mastering the fundamental principles of how language works.  “In a world where almost everything is automated, there's a heightened concern that kids aren't mastering the fundamental principles behind the way things work—from levers to locks to the written language.” (Sorrentino, 2008)  Sorrentino also related one study conducted by a team of doctorate students from the University of Pittsburgh in which spellcheck was used to proofread papers by two groups of students: high scoring SAT students and lower scoring SAT students.  “… results were significant, especially when you consider that the experiment was meant to show that spell checkers were more effective for those with high verbal abilities. Instead, their results showed that both groups were worse with the spell checker on.” (Sorrentino, 2008)

All in all, a spellchecker is a great tool for anyone to use but students of all ages should still learn the fundamental rules and patterns for spelling words correctly (this is an absolute must.  Therefore, parents and teachers, especially for younger students, should be cognizant of when and how students use this tool. 

Sorrentino, J. (2008, January 11). Is Spell Check Creating a Generation of Dummies? Retrieved December 1, 2012, from Education: http://www.education.com/magazine/article/spell_check/

E-Textbook Suggestions for Reading Instruction

E-Textbook Suggestions for Reading Instruction

·         Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction / Edition 5

By Donald Bear, Marcia Invernizzi, Shane Templeton, Francine Johnson

This textbook is designed to improve reading and word comprehension skills that focuses on phonics, vocabulary, and spelling instruction.  Teachers can use this book as a detailed reference for implementing this type of instruction in K-5. 

http://search.barnesandnoble.com/Words-Their-Way/Donald-R-Bear/e/9780132825108?itm=3&usri=vocabulary

·         Sound It Out! Phonics in a Comprehensive Reading Program / Edition 4

By John Savage

This textbook covers an instructional phonics program that teachers can use in the classroom for helping children who have trouble learning basic phonics skills.  It is intended to be read and utilized by a teacher in a primary grade level, but it can also be a reference for teachers in intermediate grades whose students may need additional support. The content of this book also integrates technology with phonics instruction.

http://search.barnesandnoble.com/Sound-It-Out-Phonics-in-a-Comprehensive-Reading-Program/John-Savage/e/9780077433642?itm=1&usri=reading+comprehension

 

·         Classroom Reading Assessments: More Efficient Ways to View and Evaluate Your Readers

By Frank Serafini

This textbook contains multiple reading assessments for teachers to use in a K-8 classroom setting.  These assessments measure various skills that will ultimately improve students’ reading skills.  With the instruction provided in this textbook, teachers can effectively pinpoint student weaknesses and target them with the right instruction.

http://search.barnesandnoble.com/Classroom-Reading-Assessments/Frank-Serafini/e/9780325030593?itm=23&usri=language+skills

·         The RTI Daily Planning Book, K-6: Tools and Strategies for Collecting and Assessing Reading Data & Targeted Follow-up Instruction

By Gretchen Owocki

This text is designed to give teachers insight on reading assessment and instruction by guiding teachers through planning for the RTI (Response to Intervention) process.  K-6 teachers can also target and follow-up their instruction based on data from reading assessments. 

http://search.barnesandnoble.com/Rti-Daily-Planning-Book-K-6/Owocki/e/9780325030630?itm=59&usri=language+skills

 

·         50 Literacy Strategies: Step-by-Step / Edition 4

By Gail Tomkins

This textbook is intended for teachers in grades K-5 who would like to implement more literacy strategies in class.  Literacy does not have to be limited to reading only but is cross-curricular in math, science, and social studies.  This book also includes information writing and language skills.  Additionally, this text covers differentiating instruction, technology integration, and National Common Core Standards.

http://search.barnesandnoble.com/50-Literacy-Strategies/Gail-E-Tompkins/e/9780132945431?itm=3&usri=literacy

Interactivity: Benefits of Highlighting Text

 Interactivity: Benefits of Highlighting Text

Highlighting is a great strategy for reading and retaining information from a text.  Whether a student highlights specific text on his own or uses a highlighting tool on the computer, highlighting proves effective for reading comprehension and retaining information.  In a study on highlighting from digital interfaces and eye-tracking, authors Ed Chi, Michelle Gumbrecht, and Lichan Hong of the chapter Visual Foraging of Highlighted Text: An Eye-Tracking Study found that “Readers’ attention is directed to highlighted areas, regardless of their appropriateness to the task.” (Chi, Gumbrecht, & Hong, 2007)

Highlighting can be used by students digitally, with a highlighter or marker, or clear tape.  Students can also use different colors to categorize information so that it is easy to remember.  In my 2^nd grade classroom, I typically use several different highlighting techniques so that my students can retain information better.  One technique that I like to use is to present the lesson’s information on a word document and followed by projecting it on the screen; I then use different highlight colors on Microsoft Word to show students specific parts of the text.  This technique allows for interactivity because students can then take turns highlighting details on the screen by using a mouse controlled from their desk.  Another technique for highlighting I use is not computer-interface interactive but it is a great strategy for younger readers to find and locate information.  This technique involves using colored lens filters to locate information in the text.  I like this because it not only gives students visuals but also a “hands-on” feel. 

Chi, E., Gumbrecht, M., & Hong, L. (2007). Visual Foraging of Highlighted Text: An Eye-Tracking Study. In J. Jacko, Human-Computer Interaction. HCI Intelligent Multimodal Interaction Environments (pp. 589-598). Beijing .