| Description |
x, 170 pages : illustrations ; 25 cm. |
| Series |
Eye on Education books |
|
Eye on Education book.
|
| Bibliography |
Includes bibliographical references and index. |
| Contents |
Introduction: What Is Reading, and How Can I Help? -- What Is Reading? -- From Decoding to Higher Level Thinking, and Everything in Between -- Language Comprehension and Reading Comprehension -- Reading and the Brain -- Teachers' Changing Roles -- How Technology and Reading Are an Ideal Match -- How to Use This Book -- A Note about the Technology in This Book -- Note -- References -- 1. What Do You Mean by "Differentiation"? -- Long Ago and Far Away, the Greeks Warned Us -- Differentiation vs Tracking -- Types of Differentiation -- Differentiation by Interest -- Differentiation by "Learning Style" -- Differentiation by Readiness -- Universal Design for Learning (UDL) and Differentiation: Two Sides of the Same Coin -- Differentiation by UDL Categories -- Group Names, Group Members, and Group Selection -- Differentiation and the Law -- Best Practice: The Necessity of Explicit Instruction -- Frameworks for Differentiation -- Reflection -- References -- 2. What Do Your Students Know? Formative Assessments for Differentiation -- Growth Mindset -- How It Works and How Technology Can Help -- Formative Assessment via Forms and Quizzes -- Google Forms and Sheets -- Other Options for Collecting Formative Assessments via Forms and Quizzes (LMS and More) -- Formative Assessment via Audio and Video Recordings -- Create a Screen Recording, Voice Recording, and/or Video Recording -- Formative Assessment via Sorting Activities -- Reflection -- References -- 3. What Does This Say? Differentiating for Decoding and Reading Fluency -- Why Decoding and Fluency Matter -- What to Expect: Typical Decoding and Fluency Development -- With Great Power Comes Great Responsibility -- How Technology Can Help (and How It Can't) -- Text-to-Speech Tools -- Built-in Tools -- Text-to-Speech Tools with Additional Features -- Turning Images into Text: Optical Character Recognition (OCR) Tools -- Podcasts for Some, or Podcasts for All -- eBooks and Audiobooks -- Closed Captioning for Videos -- Providing Audio Instructions and Feedback for Students -- Student-Generated Audio Recordings to Enhance Fluency -- Reflection -- References -- 4. What Does This Mean? Part 1: Differentiating Vocabulary Instruction -- Two Approaches: Direct and Contextual -- Tools for Direct Instruction -- Tools for Contextual Instruction -- Tools That Can Be Used for Either Approach (and How) -- Reflection -- References -- 5. What Does This Mean? Part 2: Differentiating During the Research Process and Reading Nonfiction -- Why Reading Nonfiction Matters -- What Reading Nonfiction Entails -- Digital Literacy -- Videos -- Creating a YouTube Playlist -- Creating Custom Search Engines -- Annotation Tools -- Using DocentEDU -- Annotating Multiple Sources -- Differentiated Complexity -- Summaries -- Reflection -- References -- 6. What Does This Mean? Part 3: Differentiating During -- Fiction Reading -- Why Fiction Matters -- What Reading Fiction Entails -- Visualization Tools -- Explicit Text Structure Instruction and Inferences -- Interactive Units -- Exemplars of Interactive Units -- Make Your Own! -- Summaries -- Reflection -- References -- 7. Can You Tell Me About It? Differentiating Writing (to Help Reading Comprehension) -- Why Writing Matters for Reading -- What Writing (to Read) Entails -- Speech-to-Text -- Built-in Tools -- Other Dictation Software -- Word Prediction -- Scaffolds: Cloze Tasks, Mnemonics, and Questions -- Reflection -- References -- 8. How Much Do You Know? Differentiating Summative Assessments -- Putting It All Together -- Quiz Creation (Review) -- Slideshow Creation Tools (Review and Some New Ideas, Too) -- Rubrics -- Infographic Generators -- Reflection. |
| Subject |
Reading (Elementary)
|
|
Reading (Secondary)
|
|
Reading -- Computer-assisted instruction.
|
|
Individualized reading instruction.
|
|
Group work in education.
|
|
Educational technology.
|
|
Response to intervention (Learning disabled children)
|
|
Educational technology. (OCoLC)fst00903623
|
|
Group work in education. (OCoLC)fst00948532
|
|
Individualized reading instruction. (OCoLC)fst00970365
|
|
Reading -- Computer-assisted instruction.
(OCoLC)fst01090641
|
|
Reading (Elementary) (OCoLC)fst01090705
|
|
Reading (Secondary) (OCoLC)fst01090758
|
|
Response to intervention (Learning disabled children) (OCoLC)fst01762233
|
| ISBN |
9781138641211 (hardcover) |
|
1138641219 (hardcover) |
|
9781138641228 (paperback) |
|
1138641227 (paperback) |
|
9781315630649 (electronic book) |
|
