Class #8:  Monday, July 14th

During today’s class we learned about several compensatory strategies that are typically used with students that are in grade four and up.  Here are some notes and comments about the apps that we explored:

ReadIris- (access app)

Now 4.99 (with volume purchase program in schools- half price)

-a scanning device

-will translate to some languages

-this is typically used by students (or teachers) to scan text that students are required to access

ClaroPDF-  (output app)

(0.99) this app will read aloud, and students can input their answers

-tap anywhere, and it will start reading

-tap on the top menu to get the editing menu, add text to the document

-for younger children, teacher will scan document and student will access it in this document

-once the text is digitized, go to settings- change voices,

-speed- 150 is average speed that people profess information (some students need the speed to be 120 wpm)

-this app is to be used after text is scanned into the device, it reads the text for the student

Scribd

(8.99 per month)

-the netflix of e-books

-unlimited access to books online

-can be accessed on more than one device at a time

NaviDys

(2.99) a web browser that is optimized for students with dyslexia

-uses dyslexic friendly font

-Dyslexie font- easier for dyslexic students to access the print

More information about Dyslexie can be found here

Khan Academy

(free) video lessons

-support for lessons taught in the classroom

-repetition, flexibility for student

-practice games to reinforce the concepts that have been taught

We also discussed accessibility options on the ipad. These options can be viewed by going into “settings” on the home screen, then “general”, and “accessibility”.  The most important setting for reluctant readers is probably the “speak selection” feature.  By enabling this feature, students are able to select text from any document and have it read by the ipad.  

Using Speak Selection on iPad:

 

Before we worked on our iTune University courses, Barb reviewed the steps required to create an iTunes U course.  This was a good refresher for those who hadn’t created their courses, and I picked up a few tips about adding attachments to the course. I had created my course on the weekend and have set up the sections and started to add several apps and a few research articles regarding reluctant readers.  Up to this point, I have found the course manager software quite user-friendly. I added Mark as a “contributor” to the course, so that we can both work on the same course simultaneously.  We looked at the sections for the course and decided what we will work on before tomorrow’s class.

Shmoop: 

On the weekend I spent quite a bit of time exploring apps that will be included in the course. I have found many that I think will be applicable for my students, once they have access to iPads.  I explored the use of Shmoop and found that their browser is web-based and much of the site is accessible without a username and password.  The browser feature of Shmoop is provides information in “student-friendly” language that is more accessible to students with reading difficulties. 

What is Shmoop? (a video)

A note about today’s articles…

The course overview lists three articles that are to be reviewed for today’s class (Day 8). I will be reviewing these articles later in the week as we discuss the writing process in further detail.