The Syllabus is similar to the syllabus for a course. It is your primary reference for information regarding the module. The online capability of the module allows you to access information directly from Levels II and III of the module, but selected elements of those levels also appear in the syllabus to give you a single source for key information. You may find it helpful to have a hard copy of the syllabus available for reference.

There are six major goals for this module.

1. To explain the widespread impact that successful reading acquisition has on lifelong learning.



2. To describe common reasons that learners have difficulty learning to read and reading to learn.



3. To point out that the optimism surrounding the role of technology in reading instruction outstrips the research supporting its impact.



4. To explicate criteria for choosing software to teach basic reading skills.



5. To discuss the role of technology in teaching word identification and text comprehension and to describe research-based and critically acclaimed programs that can provide or supplement reading instruction.



6. To discuss the role of technology in supporting reading comprehension and extending the literacy capabilities of people with reading and learning disabilities and to describe technology-based applications for achieving these goals.

The Content Outlines are specific to lessons in this module. They allow you to preview the content to be covered in each lesson and to note how the content for the several lessons combines at the module level to meet the goals for the module. You will also find that the Content Outlines will serve as a useful review feature. Later when you have completed the module and wish to review what was covered in the individual lessons you can return to the Content Outlines.

1. Reading Difficulties & the Role of Technology
   1. Why is learning to read so important?
      1. As central focus of school instruction, impact of failure on motivation, self-efficacy, and self-esteem
      2. Consequences of high volume reading for background and vocabulary knowledge
      3. As a tool for acquiring information throughout ones life
      4. As a source of lifelong pleasure
      
      
   2. Why do some children have so much difficulty learning to read?
      1. Characteristics of an alphabetic language
      2. The key role of phonological processing and phonemic awareness
      3. The importance of rapid, fluent word recognition
      4. The role of vocabulary knowledge
      5. Comprehension strategies and self-regulation
      
      
   3. How can technology help?
      1. Helping student acquire specific skills and strategies
      2. Supplementing and transforming traditional reading instruction
      3. Compensating for reading difficulties and disabilities
      
      
   4. Caveat about technology and reading instruction
   
   
2. Technology as a Tool to Develop Reading Skills
   1. Teaching Basic Skills with Technology: Principles of Effective Instruction
      1. Research findings
      2. Criteria for selecting a program
         1. What to look for
         2. What to avoid
         3. Rationale
         4. Other considerations
      
      
   2. Basic Skills Technology-Based Programs
      1. Preschool through 2^nd grade
      2. Third grade and above
      
      
   3. More Comprehensive Programs of Reading Instruction
   4. Technology and Reading: The Role of the Teacher
   
   
3. Supplementing Reading Instruction & Compensating for Reading Problems
   1. Computer-Based Study Strategies
      1. Definition
      2. Research findings
      
      
   2. Electronic Books
      1. Aural Presentation of Text
      2. Support for Word Recognition
      3. Illustrations and Animation to Support Story Comprehension
      4. Study Tools and Other Supports in Content-Area Texts
      5. Review of Research about Electronic Books
      
      
   3. Types of Electronic Books
      1. Text-to-speech programs and devices
      2. Electronic storybooks
      3. Content-area books
      
      
   4. Summary
   
   

Anderson-Inman, L., & Knox-Quinn, C. (1997/98). Empowering students with Powerbooks: Computer-based study strategies for students with learning disabilities. Retrieved November 21, 2000, from the World Wide Web: http://www.ldonline.com/ld_indepth/technology/anderson_inman_nopics.html

Lewis, R. B. (1999). Reading software for students with learning disabilities: Hypermedia-based children’s literature. Retrieved November 21, 2000, from the World Wide Web: http://www.ldonline.com/ld_indepth/technology/lewis_rdgsftware.html

Meyer, A., & Rose, D. H. (1998). Learning to read in the computer age (Chapters 2, 3, and 4). Retrieved November 21, 2000, from the World Wide Web: http://www.cast.org/udl/LearningtoReadintheComputerAge18.cfm

National Reading Panel (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Report of the subgroups (Executive Summary). Washington, DC: U. S. Department of Health and Human Services.

ERIC Digest 565: Beginning reading. An overview of the critical role that phonological awareness and word recognition play in teaching beginning reading to children and teaching tips. Retrieved November 21, 2000, from the World Wide Web: http://ericec.org/digests/e565.htm

Kight, K. S. (1998, February). Using Inspiration to organize reading and writing. Retrieved November 21, 2000, from the World Wide Web: http://www.ldonline.com/ld_indepth/technology/inspiration.html

Lyon, G. R. (1999). The NICHD research program in reading development: Reading disorders and reading instruction. A comprehensive overview of the findings of years of reading research conducted at the National Institutes of Health. Retrieved November 21, 2000, from the World Wide Web: http://www.ldonline.com/ld_indepth/reading/ncld_summit99.html

Meyer, A., & Rose, D. H. (1998). Learning to read in the computer age. Chapter 1 discusses recent research about learning to read, including a discussion of recent research about the brain. The chapter also addresses the role of the computers in the reading classroom. Retrieved November 21, 2000, from the World Wide Web: http://www.cast.org/udl/LearningtoReadintheComputerAge18.cfm

Torgesen, J. K. (1998). Catch them before they fall. An online version of Torgesen’s review of research findings about preventing reading failure. Retrieved November 21, 2000, from the World Wide Web: http://www.ldonline.com/ld_indepth/reading/torgeson_catchthem.html

United States Department of Education, Office of Special Education Programs (1999). Opening the Doors to Learning. This Internet publication highlights four projects funded by the Office of Special Education Programs. Retrieved November 21, 2000, from the World Wide Web: http://www.ldonline.com/ld_indepth/technology/opening_the_door_christian.html
(Click on the Notetaking option to learn more about Computer-Based Study Skills and the Reading Skills option and WiggleWorks).