Article-+April+5th

Rubenstein, Grace. "Listening to Literature: Struggling Readers Respond to Recorded Books." //Edutopia //. 18 Oct. 2006. Web. 03 Apr. 2012. .

__ How did the teacher use technology in this lesson/approach? Details – time, activities, products, etc __ Mrs. Root (a fifth grade teacher) decided to try a new approach with reading: using recorded books. Six of her twenty-seven students were reading at grade level at the beginning and now the number of grade-level readers has doubled near the end of the year. In other words, this process took most of the school year to see results from students after many uses of the audio books in the curriculum. Another teacher, Mrs. Harder uses audio books to expose students to challenging text (vocabulary and comprehension).

__ How did the students use technology? Details – time, activities, products, etc __ Children listened to the text on tape and followed along on paper. This was repeated until they could read each story on their own. Their proficiency was tested based on their ability to read the story on their own after their exposure and use of the audio books.

__ How were students assessed? How were students’ content knowledge, skills, and/or technology skills evaluated? __ As mentioned above, student progress was assessed by their ability to read the story on their own.

__ How were students provided feedback, remediation, scaffolding? __ In one instance, the use of the audio book itself served as a scaffold tool to expose students to more challenging/difficult material (comprehension and vocabulary wise). No other instances of feedback, remediation, or scaffolding were provided in the article.