Supporting All Students in Literacy and Reading

As test results demonstrate, we continue to have an issue with reading levels and literacy in the US. The pandemic created issues for many as the directed instruction which is typically given in the early grades was relegated to virtual learning. There is a difference at the early ages in how virtual instruction is cognitively processed. Hence, key time for the foundation for practicing reading skills was lost. How can we start to regain some of what we lost in reading and literacy skills for our individuals and how might that translate into supporting other students as well?

The first step is to make sure that our youngest students are getting the proper education in literacy and reading skills. The Science of Reading helps many of our students understand words through building upon their phonemic awareness and moving them into extended reading practice. For some of our individuals though, this can be a difficult process to grasp. One of the activities that can enhance this learning is to utilize things like magnetic letters with magnetic dry-erase boards. I am specifically stating that the boards should be dual-purpose for several reasons. First, the boards can be used in any classroom setting. This allows any purchase then to be utilized daily by many students. Second, for those individuals with whom we will be working on writing skills, they can use the boards as a transition from placing and tracing the letters on the board to using those letters as a model when they begin to write the letters themselves. Other manipulative letters are also good.  For example, the SiliShapes Trace Alphabet letters have a tracing pattern which can be followed by a fingertip. Alphabet blocks are also good to use, but you want to be careful if you use plastic or wooden blocks as those can easily be thrown.

Two products that actually can be used for the purpose of literacy development as well as integration into many other classroom settings are Alphabet Pebbles and BRAINballs. Both are manipulatives which can also be used for purposes well beyond identifying letters and putting words together. Those of you who have heard me speak about the Pebbles or who have watched the Talkin’ Tech video on them know that they can be used anywhere in a K12 environment and maybe even beyond. I also like BRAINballs as they were originally designed for use in Physical Education classes to enhance both movement and literacy development. These can also be used on a playground. Activities that encourage the students to move around add an additional level of understanding and allow students to have more freedom of movement.

For our students with reading issues who are a little bit older or our individuals who are dyslexic, we want to move into the idea of using text-to-speech devices and software. One of the things that we need to be cautious of is the assumption that our handheld device is always going to be sufficient for capturing text-to-speech. I have heard groups state that the cell phone or iPad would be enough for creating text-to-speech pathways. Here is where that information is incomplete. First, the student must be able to use that device and not have it detract from their work with other apps or uses. Second, the student must be able to easily access the text. Having to hold the device at a certain height or angle is not always easy to do. Third, how is the information being read. If a student is using earbuds, is there a certainty that they are listening to the text and not something else? For some of our students, these devices might be fine. We know that there is no one-size-fits-all solution though. That is where reader pens come into play.

When thinking about what reader pens one should use, please stay with the brands that have been researched and tested in classrooms. If you were to simply go onto a service like Amazon, there are a lot of “reader pens” out there. People will comment about how they can be found for under $100.  What they don’t realize is that many of those less expensive pens are either cheap knockoffs or use older technologies resulting in inconsistencies in the reading back to the individuals. There are only three manufacturers that I trust in the market and those are C-Pen, ScanMarker, and OrCam. C-Pen is the longest standing and the most researched in the field and has become the Gold Standard. Their current version, the Reader2 is used globally and they are about to launch the Reader3 over the next few months. The research around this product continues to demonstrate high levels of student success in multiple classes including Math when it comes to story problems.  ScanMarker has come into the picture with two strong versions. First is the ScanMarker Reader which is a platform which has the users utilize a web-based platform where the text appears, can be adjusted into more user-friendly fonts, and can be read through the computer. The ScanMarker Pro has a touchscreen interface, Bluetooth earbud connections, and translation built into it as a stand-alone device. Finally, OrCam has just released the Read 5 which has amazing AI capabilities.

I know that some districts have received complaints that using devices like these or even software like Text-Aid. It seems that groups who do not understand the needs of our individuals claim using technologies like this is “cheating.” It is in no way cheating. Other students do not have difficulties reading texts or documents. Students with reading issues or dyslexia do have difficulties and need support. By not allowing those students with diagnosed conditions to use these devices or software, one is actually breaking Federal law. Plus, students using these devices can remain with their peers in class, not standing out as “different.” They also no longer require someone to be a “reader” which also pulls them out of a classroom setting and costs the school additional money. I have also seen some of the above-listed reader pens purchased as class sets with the intention of giving all students an opportunity to use them. It has been described that after a hard day at school and an extracurricular practice or event, the usage of a reader pen can make reading easier to access and understand, allowing the student to complete their work in a less stressful manner.

Literacy support and development must be a priority for all students. By utilizing the approaches we know work, along with the tools which best support the students and their needs, we can help create a generation of life-long learners who do not shy away from reading because it is not accessible to them.

I am more than happy to discuss your approaches and any questions you might have with you.  Feel free to reach out to me at rheipp@schoolhealth.com and let’s connect!

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Posted in SH Special Education Today Newsletter