Hello all, I have been very pleased to have the listening component so positively reinforced, largely thanks to the influence of daily five practices. as pointed out by another teacher, the children do respond positively. I provide lots of opportunities for listening as part of daily five, read-a-louds and the growing expanses of audio formats as well as formats that support highlighting of words as they are read as found in meegenius app for iDevices.
I use audio personally all the time with most of my curriculum being in audio which I listen to while reading it to students. I am unable to read print due to being totally blind. While I use Braille daily as an organizational tool to help sort my files, student books, classroom library and such, it is far too cumbersome and time consuming for me personally to read lengthy texts. . If one has grown up using Braille it may be a different response entirely. Accessibility in Braille is also very costly and in this age of technology very limiting for the things I personally need. My grade three class would never consider that I am not reading as I share what I read through listening. When students can pair print text to follow along it also really enriches their learning for fluency as mentioned, but also to hear all the nuances of speech and tone through different speakers. Some of the narrators on the audible library are quite talented. I listen to audio formats of children's picture books, novels, textbooks while simulreading these to my students. I listen to text and teach with it in much the same way you do with a piece of print in front of you. I do my duty supervision in a kindergarten class four times a week while the teacher takes her break and as my guide dog and I enter it is not unusual for a child to announce "Mrs. B is here to read to us." . I believe the audio format can supplement, extend and where needed replace print decoding as the only form of reading. Listening as reading promotes a love of reading, enjoyment and widens horizons to appreciate literature. Historically there has been an argument that people reading by audio are not reading. Our students with LD who might use scanning technology such as kerzweil have been challenged as this not being literacy in my own school board. It is not as easy to research using audio but it can be done. My kindle allows me instant access to a world of books I would not otherwise had access too. Scanning of print texts to be in a digitally accessible format I can now do as quickly as quickly as I can physically turn a print page. Using digital camera technology which has replaced the flatbed scanner technology, I have my camera configured to detect hand motion of turning the page and an audible camera click alerts me the page has been scanned. With my software program set to read while scanning I can "read" (by listening to the speech synthesizer of my computer), while I scan print pages. The quality is still questionable at times but if anyone had told me even a few years ago that I as a totally blind person would successfully be working with a digital camera to scan documents and make them accessible I would have thought it quite beyond my imagination. E-readers are a wonderful technology. Some people do not even realize e-readers often have full speech possibilities to read the text if the book has text to speech enabled. Many users I know have opted to combine reading the text visually and switching to audio to support reading when tired or commuting. It kind of begs the question... what is reading? Does reading beyond the "cult of normalcy" expectations mean it is not reading just because it is different from the way people usually interact with text? As I defend my phD dissertation(unrelated to this topic) in a few months, the reality is that five years of research have been accomplished using listening to reading. It is a process of drawing the circle wider and accepting that print impairments in the twenty-first century do not mean an inaccessibility to the world of reading and literacy. If I can provide any support to any teachers who might be struggling to get their head around the making space of accepting this as reading, please do feel free to contact me off-list. Sharon sbal...@nexicom.net On 2012-01-15, at 6:29 PM, Troy F wrote: > There should be some research backing it up in the daily five book or in its > bibliography. > > Troy Fredde > > On Jan 15, 2012, at 9:44 AM, Kathy <ka...@laurinburg.com> wrote: > >> It's a form of modeling for fluency. Kids enjoy listening centers and if >> they pick up one word, that's one more word added to their vocabulary and >> reading words. >> >> Sent from my iPhone >> >> On Jan 14, 2012, at 7:03 PM, Sally Thomas <sally.thom...@verizon.net> wrote: >> >>> Seems like all the benefits of "read alouds" would accrue. I use a handout >>> summarizing those benefits. They include building vocabulary, building >>> knowledge of syntax (especially for hearing the syntax of written language), >>> comprehension etc. No they are not figuring out unknown words as far as >>> decoding goes. But there are lots of benefits. I don't know specific >>> research but sure it's there. It's one of those common sense notions. Bet >>> Krashen has some research to support it. Try him. >>> >>> Sally >>> >>> >>> On 1/14/12 1:52 PM, "evelia cadet" <cadeteve...@hotmail.com> wrote: >>> >>>> >>>> >>>> >>>> >>>> Is anyone aware of research supporting listening to books? I know is one >>>> of >>>> the five components of the Daily 5. My students have been listening to >>>> books >>>> online and they are obsessed about it. I am glad that they are enjoying >>>> this >>>> activity, however, I don't have sufficient information on how it benefits >>>> their reading. I would love to hear your research, ideas or opinions. >>>> Thank >>>> you. >>>> >>>> _______________________________________________ >>>> Mosaic mailing list >>>> Mosaic@literacyworkshop.org >>>> To unsubscribe or modify your membership please go to >>>> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org >>>> >>>> Search the MOSAIC archives at http://snipurl.com/MosaicArchive >>>> >>> >>> >>> >>> _______________________________________________ >>> Mosaic mailing list >>> Mosaic@literacyworkshop.org >>> To unsubscribe or modify your membership please go to >>> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org >>> >>> Search the MOSAIC archives at http://snipurl.com/MosaicArchive >>> >> >> _______________________________________________ >> Mosaic mailing list >> Mosaic@literacyworkshop.org >> To unsubscribe or modify your membership please go to >> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org >> >> Search the MOSAIC archives at http://snipurl.com/MosaicArchive >> > > _______________________________________________ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive > _______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
