Software Evaluation

READ 180

1. GENERAL DESCRIPTION

Scholastic READ 180 is designed to help students in grades 3 to 12, make gains in reading achievement. This program includes high interest paperback books, audio books, student workbooks, videos, and computer assisted language learning activities. READ 180 targets delayed and failing readers, students with learning disabilities, special education students, and English language learners. READ 180 is based on a student’s independent reading level. There are three stages of instruction and support: Elementary transitional grades 3-6, Middle School grades 6-8, and High School grades 9-12. Additionally, there are four reading levels, 1.5 to 2.5, 2.5 to 4.0, 4.0 to 6.9, and 6.0 to 12.0. The computer assisted language learning activities include listening comprehension, cloze exercises, recording pronunciation and reading, vocabulary learning, and database building.

2. EVALUATION

The speed of program operation is good. I did not experience any delays at startup or loading videos. However, I was viewing a demo CD as opposed to the actual CDs. During the demonstration, I did not experience any crashes or stalls. The graphics for the instructional screens and videos are bright and bold. Instructions are written as well as spoken. Moreover, the instructions to the interactive portions of the software are clear, which improves user interface. The software incorporates speech recognition for recording vocabulary pronunciation and reading of passsages. Additionally, intelligent response handling monitors and adjusts instruction while the student is interacting with the software. Another feature is the report generated for each activity. Students receive customized study lists according to their responses for each module. This is a good way for teacher and students to monitor individual progress.

Activities

READ 180 incorporates whole group direct instruction provided by the classroom teacher, small group, and independent student work. During direct instruction, students view short videos to introduce each reading selection. The videos are designed to motivate students and to scaffold their instruction. Next, students read a leveled passage in a small group, with teacher assistance. The independent portion includes interaction with the CALL software for differentiated skills practice. The lesson plans, passages, and graphic organizers provide targeted skills instruction in reading strategies, writing, and grammar. Students interact with four different zones; Reading Zone, Word Zone, Spelling Zone, and Success Zone.

In the Reading Zone, students read a leveled passage with word support. They can click on targeted words for decoding help, definition, pronunciation, and translation. Translation is provided in Spanish, Cantonese, Vietnamese, Creole Haitian, and Hmong. Students answer multiple choice comprehension questions on main idea, sequence of events and inferencing. Each student receives a reading report to monitor progress.

The Word Zone assesses students for automaticity. A word is displayed and spoken aloud and the student must click on the correct work. Students work with every target word in the passage before moving to the next segment. In this module, students compare their pronunciation by recording a target word. Students receive a customized study list at the end of this module.

The Spelling Zone individualizes instruction for each student. Students spell words aloud using the recording device as well as using the click and drag method. They receive spelling tips on chunking, blends, irregular words, and word families. The proofreading activity incorporates words that have been misspelled by the student, into short sentences. A self-check report is generated at the end of this module.

The Success Zone includes reading passages for comprehension. Students build context using a modified cloze procedure by filling in the blanks with key words. In this module, students must also read paired passages and answer compare and contrast questions. At the end of this module, students record a reading of a passage for fluency practice.

Teacher Fit (Approach)

READ 180 is a program that would not be difficult for a teacher to implement in an English Language Arts Reading (ELAR) classroom, provided there are sufficient computers. Implementation instructions are clear and includes whole group, small group, independent work, and learner centered. This program integrates instruction with the use of videos, CALL activities, audio and paperback books, and student workbooks. All the materials are tailored to each lesson, leaving little preparation time or guesswork for the teacher. Moreover, each learning module generates a report for student and teacher. Additionally, the teacher does not have to modify or differentiate instruction for the students because that is done by the software program. Teacher fit, in my opinion, depends on the teacher and the goal of instruction. If the goal of instruction is TAKS remediation, or TAKS focus, then this program would meet the expectations of the teacher. However, if the goal of instruction is second language acquisition, the program might not meet teacher expectations.

Learner Fit (Design)

In my opinion, READ 180 is designed for use with students who require TAKS remediation strategies. This program is similar to other programs in use with students who require TAKS remediation. The focus appears to be mastery of standardized testing or TAKS. Consequently, I do not believe this program alone is a good fit for ELLs either. There is little opportunity for students to collaborate and participate in peer discussions. Collaboration and discussion with peers is an important component of good instruction. READ 180 lacks a component for face to face conversation among students. ELLs benefit from face to face conversation with native speakers. ELLs learn about pragmatics, register, proximity, prosody, pitch, idioms, and rate of speech through face to face conversation. Writing is another missing component. The learning modules do not contain activities for incorporating themes into writing short sentences or paragraphs. A good reading program allows students opportunities to write about what they are learning and incorporate new words into their writing.

3. SUMMARY

I would implement READ 180 in conjunction with other components for good ELAR instruction. The CALL software includes several excellent features. I like the differentiated skills practice produced through adjustments made by the software. The Word Zone and Spelling Zone provide good explicit instruction in definitions, pronunciation, and word support strategies. I think students will enjoy using both the listening and recording options for various activities. The companion videos for background knowledge and audio books are a positive component as well. Students and teacher can monitor progress through the reports generated by each learning zone.

4. PRODUCER DETAILS

For more information, visit http://www.scholastic.com/read180

Post 5

http://blogs.edweek.org/edweek/learning-the-language/graduation-rates/

This post is in response to the article, Learning the Language: What’s a Remarkable Grad Rate? for Latinos? For ELLs?, in Education Week August 6, 2009. The author warns that we shouldn’t be excited about the 17 percent decrease in the dropout rate in Los Angeles in one year because the dropout rate for Los Angeles schools is 26.4 percent. Which means, there is a 5.3 percent reduction in the number of drop outs. Moreover, Valley High School in las Vegas was named “high-achieving” for its graduation rate of 55 percent. And, in Brownsville, Texas, the graduation rate is 53 percent for Latinos, and 27 percent for ELLs. Therefore, the following question was raised: What would be considered a commendable graduation rate for a school with a high number of Latinos and ELLs? I recently spoke with a high school teacher in the Edgewood District. When I visited there were only five students in the class. She informed me that 100 of the seniors had dropped out during the 2009-2010 academic year to date. My jaw dropped to the floor in shock. This is troubling information. We as a society need to do provide better educational opportunities for our minority population.

Post 4

New Language Course App for the iPad Will Open the Next Frontier for Language Learning

This post is in response an April 2, 2010 press release on the ESL 5073 class blog maintained by Dr. Wright. The Hello-Hello Spanish app for the iPad was developed by a language-learning company. The app is available at the iTunes Store at a cost of $4.99. The language learning app includes flash cards, conversational lessons, sentences to practice vocabulary and is based on authentic situations. One advantage is that the app does not require Wi-Fi or 3G networks to operate. The creator claims the iPad will revolutionize language learning because it offers interactivity, connectivity, and portability. Users will be able to work on lessons while sitting on a train or taxi, waiting in line, or on the beach. However, is learning a language on-the-go, anywhere, anytime a good thing? Why is it important to multi-task while learning a language? Shouldn’t we be concerned with mental focus instead?

see http://www.1888pressrelease.com/new-language-course-app-for-the-ipad-will-open-the-next-fron-pr-198033.html for full article