Audio-assisted reading as an accommodation provides practical benefits for struggling readers in a classroom, but evidence suggests it might also remediate a students own independent silent reading automaticity. This presentation seeks to explain why, how to identify who will benefit from such a program, and some of the pragmatics for implementation: a procedure and rubric for identifying candidates, practical steps toward training the students in its use, and specific advice on how to successfully move students toward independent use of these very valuable tools.
TEACHING/INSTRUCTION/INTERVENTION: Assess the critical issues of adolescent literacy including the nature of the problem, differentiated language needs of students and effective instructional solutions (principles and practices).
TECHNOLOGY: Access potential applications of language based technology for direct instruction and/or accommodation for students with dyslexia and other language learning disabilities.
Disclosure: Bill Keeney has no relevant financial or nonfinancial relationships to disclose.
English Department Chair and Director of Pedagogical Research and Faculty Development,
Delaware Valley Friends School