This so so touched my heart. You are wonderful and teach us all. Thank you for sharing this. I will share it on....
Sally On 1/15/12 5:47 PM, "Sharon Ballantyne" <[email protected]> wrote: > > 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 > [email protected] > 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 <[email protected]> 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 <[email protected]> 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" <[email protected]> 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 >>>>> [email protected] >>>>> 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 >>>> [email protected] >>>> 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 >>> [email protected] >>> 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 >> [email protected] >> 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 > [email protected] > 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 [email protected] 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
