Transcript
Page 1: Emerging Literacy Through Assistive Technology · Assistive technology (AT) is defined as any item, piece of equipment, or product system, whether acquired commercially off the shelf,

In schools today, literacy is taking onan ever-increasing role. Children asyoung as 3 years old are participat-

ing in a variety of literacy activities.Emergent literacy focuses on oral lan-guage, early experiences with print,picture books, and writing (see box,“What Is Emergent Literacy?”).

In addition, many fascinating, help-ful technological tools are increasinglyavailable to provide motivation,prompts, and other assists for new read-ers (see box, “How Can TechnologyHelp?”). This article shows how pre-school children developed literacy skillsby using technology.

In a recent study, I examined howassistive technology affected emergentliteracy in a preschool classroom forstudents with multiple disabilities. Thiscase study of a group of students exam-ined the children’s ability to participatein literacy activities using a variety ofassistive technology devices through-out the school day.

Case Study The Preschool Education Program is apreschool setting for noncategoricallygrouped children who have been diag-nosed with developmental delays in theareas of visual reception, speech andlanguage (receptive and expressive),fine motor, and gross motor. The classexamined for this case study had ten 3-year-old children. The children attendedschool for 2.5 hours per day, 5 days aweek. All children had individualized

education programs (IEPs) with learn-ing goals and objectives based on needsidentified through formal and informaltesting. The goals and objectives serveas guides to assist the staff to help eachchild acquire skills. Many of the chil-dren received related services, such asspeech and language, occupational,and/or physical therapies.

Using Technology

The children used the following types ofassistive technology in the classroom:• Picture Communication Symbols (key

vocabulary related to the book ortheme of the week).

• Adapted books, used at circle timeand placed in the reading corner.

• A BIGmack—a single-message com-munication device, programmed torepeat a story’s line.

• A computer with Intellikeys, Intellipics(1997-2000), and Overlay Maker, alter-native keyboard and software.We used a case-study method to

determine how these different types ofassistive technology can increase emer-gent literacy skills. To collect datathroughout the school day, we usedobservations, anecdotal data, andchecklists.

In addition to the assistive technolo-gy listed previously, the teachers oftenused aided language stimulation as anaugmentative communication strategythroughout many activities. Aided lan-guage stimulation is used with a facili-tator who highlights symbols on the

user’s communication display as he orshe interacts and communicates verbal-ly with the user (Beukelman & Mirenda,1998). King (1999) discussed the practi-cal, user-friendly aspects of AT opera-tion and use for any given device, for

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Emerging LiteracyThrough AssistiveTechnologyJennifer Beck

What Is Emergent Literacy?

Emergent literacy is concerned withthe early phases of literacy develop-ment, the period between birth andthe time when children read andwrite conventionally. Emergent litera-cy has led to a conceptualization oflearning as a continuous process thatbegins at birth and continues throughoral language, early experiences withprint, picture books, music, drawing,and writing (Gurry & Larkin, 1996).The term emergent literacy signals abelief that, in a literate society, evenchildren as young as 1 and 2 are inthe process of becoming literate(DeCoste & Glennen, 1997).

Children who are nonverbaland/or who have physical disabili-ties may have limited opportunitiesto learn to read, may have littleinteraction with others during litera-cy activities, and may be given feweropportunities to read and write thantheir peers without disabilities.Technology-based literacy activitiescan provide modifications and adap-tations that support children whoare nonverbal and/or who havephysical disabilities to be successfulin their curriculum and instruction.

TECHNOLOGY

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example, Boardmaker (1997-2000) byMayer Johnson. Researchers often referto transparent technologies, which con-veys that a given system or device is“user-friendly” to understand and oper-ate.

Daily Activities

The daily routine in the classroom pro-vided many opportunities for emergentliteracy skills to emerge. For “Hello” cir-cle, the teacher posted a picture commu-nication symbol schedule on the boarddirectly in front of the children (Figure1). The use of daily picture communica-tion schedules, a picture symbol andword combined, was a visual strategythat provided students an opportunity toread. Many children were able to recep-tively and expressively identify the pic-ture. Associating the picture symbol andword together exposed the children toprint.

Language Time

Another opportunity to use assistivetechnology in preliteracy activitiesoccurred during “Language” circle. Thespecial education teacher used an age-appropriate thematic approach to learn-ing as a basis for curriculum that sup-ported the achievement of student IEPgoals. Within each unit, the teacherused developmentally-appropriate mate-rials. For example, the teacher read the

book, Brown Bear, Brown Bear What DoYou See?, every day for at least oneweek. The repeated line “Brown Bear,Brown Bear What Do You See?” wasprogrammed into a BIGmack for a childwho was unable to actively participatein reading along with the book. Thisallowed the child to participate with thegroup by activating the switch.

Teachers and other professionalsadapted books used in the class withPicture Communication Symbols tosimplify the original text. UsingBoardmaker, the special educationteacher and the speech language pathol-ogist created storyboards that corre-spond to books read in the classroom.The teacher then placed these story-boards in the reading corner, and thechildren have an opportunity to read thebooks independently. Through anecdot-al data taken by the special educationteacher, the students demonstrated theirability to independently explore thebooks and gain information from thepictures about the text.

Another emergent-literacy activitythat has been integrated into the cur-riculum is matching vocabulary, a pic-ture symbol paired with the word. Thesame Picture Communication Symbolsthat were used to adapt storyboardsare also part of an individualizedactivity. The child is asked to match,

point to, and name each symbol. Ateacher-made checklist was used tocollect data on the progress of bothstudent receptive and expressiveknowledge of the symbols.

Creating New Learning Centers

Intellipics and Overlay Maker are soft-ware programs that can be used to cre-ate computer-based adapted books.Using Intellipics and Overlay Maker,the special education teacher recreatedeach page of a book. Each page of thecomputer-based book contained a dif-ferent graphic, sound, and movementthat corresponded to the book. Thecomputer-based book then became a“center.” Each day, four different cen-ters were available for the children toplay. After “Language” circle, eachchild chose where he or she wanted towork or play. One child was allowed atthe computer at a time. Only one childwent to the computer at a time,because they had a difficult time shar-ing the mouse. A timer was set for 5minutes. Once the timer went off, thechild knew he or she was finished andmoved to another center.

The teacher designed a rubric toassess each child using an Intellipicsactivity on the computer (Table 1). Therubric includes four criteria for collect-ing data with each activity.

Children Learning

Word/Picture Recognition

During the past school year, the speechlanguage pathologist conducted obser-vations while the special educator con-ducted “Hello” circles. At the beginningof “Hello” circle, the picture communi-cation schedule is reviewed by readingeach sentence aloud and pointing to thepicture symbol of the activity (Figure 1).pathologist had noted in her observa-

TEACHING EXCEPTIONAL CHILDREN ■ NOV/DEC 2002 ■ 45

How Can Technology Help with Emergent Literacy?

Assistive technology (AT) is defined as any item, piece of equipment, or productsystem, whether acquired commercially off the shelf, modified, or customized,that is used to increase, maintain, or improve functional capabilities of individu-als with disabilities (Technology Act of 1988). Assistive technology provides sup-port for individuals who have sensory, motor, cognitive, and/or linguistic chal-lenges. Assistive technology allows for or enhances the participation of childrenand adults in many of the daily activities that many take for granted such as speak-ing, writing, listening, seeing, eating, drinking, moving around one’s home orcommunity, using the telephone or computer, opening and closing doors, andturning lights on and off.

Assistive technology encompasses a range of devices from low to high tech:• High-tech systems refer to microcomputer components, including hardware and

software, and allow for storage and retrieval of message information.• Low-tech communication systems are nonelectronic or use electronic compo-

nents that are not computer based. Picture communication boards, alphabetboards, and eye gaze boards are examples of low-tech nonelectronic systems.Light pointers, clock communicators, and switch-activated tape recorders areexamples of low-tech electronic systems (DeCoste & Glennen, 1997). In the classroom, assistive technology is used to increase, maintain, or improve

functional capabilities of students with disabilities.

The daily picture communication

schedules, a picture symbol and

word combined, was a visual

strategy that provided students an

opportunity to read.

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tion that some of the children were ableto pair the picture with the word andread the entire schedule independently.

After the picture schedule isreviewed, the first picture on the sched-ule was to sing “Hello” to each child.Here was another opportunity for chil-dren to read their names on the schoolbus and to identify their own name(Figure 2). At the beginning of theschool year, each child’s name waspaired up with a symbol. After winterbreak in December, the symbol that waspaired up with each name wasremoved. Again, the same children whowere able to read the daily schedulewith Picture Communication Symbolswere able to identify their name on thebus without the aid of the symbol. Thechildren who were unable to identifytheir name without the symbol weregiven a choice of two names, their nameand a peer’s name. After 3 consecutivedays of being presented with a choice oftwo names, all the children were able toindependently identify their name with-out the symbol.

Adapted Books

Using Intellipics, an electronic book ofBrown Bear, Brown Bear What Do YouSee? was prepared ahead of time (Figure3). With an electronic book, the childhas the opportunity to activate a singleswitch that takes him or her throughindependent reading of an entire book.As the child activates the single switch,the program will turn a page from thebook on the screen, speak the text, anda story illustration will move on thescreen. As the Intellipics program wasintroduced to the children, theyappeared very excited to use the com-puter as another tool for learning. Theyhad other opportunities to work on thecomputer—using teacher-made devel-opmentally age-appropriate templatesand other preschool software. Kid PixDeluxe, Chicka Chicka Boom Boom,The Cat in the Hat, The Backyard,Preschool Jumpstart, and Bailey’s Book

House are some of the software pro-grams used in the classroom.

The teacher observed the children asthey maneuvered through each story. Itwas noted how they were able to acti-vate the single switch to turn each pageof the book. Children interacted withthe books in different ways. Some of thechildren were repeating what they heardfrom the text and some were predictingwhat was going to happen next. Onechild enjoyed hitting the single switchand watching each page come on thescreen. Attempts were made to slow thischild down by asking various questionsregarding each page to make his learn-ing more meaningful and interactive.This reading activity not only providedindependent access, but also allowedfor repeated readings.

The children interacted differentlywith the books on the computer and thelower tech adaptations of the book withthe picture communication symbols and

the BIGmack. For some children, it waseasier to sit in a chair or on a pillow andread a book, actively interacting withthe symbols. These children needed ver-bal and some physical prompts whenturning the pages.

Two children were not interested inthe book with accompanying symbols,but only wanted to use the computer.They appeared to be very knowledge-able about computers. Phone calls weremade to both families and they reportedtheir children spend some time eachday working and/or playing on thecomputer. They attempted to read alongwith the spoken text. After the spokentext, the children repeated what theyheard.

Rubric Evaluations

The teacher used the rubric with eachchild during center time to assess thefour criteria. Out of 10 children, 9 wereable to independently activate the singleswitch. One child needed a verbalprompt to activate the switch. Four chil-dren independently pointed to all thepicture symbols. Four children requireda verbal prompt, “Where is the ___?” tocomplete the task. Two children were

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Children using the assistive

technology were able to pursue

reading at their own speed and to

choose computer-based books if

they wished.

Another emergent-literacy activity

is matching vocabulary, a picture

symbol paired with the word.

Figure 1. PictureCommunication Symbols

Figure 2. Name/SymbolPairing

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unable to receptively identify the pic-ture symbols presented in the Intellipicsactivity. Three children independentlynamed all the picture symbols. Fivechildren required a verbal prompt,“What is this?” to complete the task.Two children were unable to expressive-ly identify the picture symbols. Twochildren repeated the entire spoken texton each page of the Intellipics activity.Four children repeated most of the spo-ken text. Four children did not attemptto repeat the spoken text.

Implications for the ClassroomIntegrating assistive technology intoemergent literacy activities appears toincrease, maintain, or improve the skillsnecessary for reading. • Teachers can use Intellipics to recre-

ate books used for theme/unit booksused at circle time.

• Because many children use the com-puter as another medium to developemergent literacy skills, even veryyoung children can work independ-ently and make reading interactive. It has been gratifying to hear the

children reading the stories, comment-ing on the pictures, and retelling thestory. Before the integration ofIntellipics, the children were only look-ing at books at the reading corner. Thechildren were flipping through a bookas fast as they could to get anotherbook. There was little interactionbetween the child and the book.

There were only two issues thatarose during the implementation of theIntellipics activity of Brown Bear, BrownBear What Do You See? At first, all thechildren wanted to work at the comput-er at the same time. The special educa-tion teacher and the instructional assis-

tant had to visually show the childrenon the computer center card that therewas only one child allowed at the centerat a time. It took a few weeks for thechildren to understand. When the spe-cial education teacher did not work one-on-one with a child at the computer forspecific activities, peer groups weredesigned according to ability. Thesegroups consisted of two children thatfacilitated socialization and coopera-tion.

The second issue involved theamount of time that each child wantedto use the computer. The solution—using a timer—was monitored either by

TEACHING EXCEPTIONAL CHILDREN ■ NOV/DEC 2002 ■ 47

Scale/Elements

5

4

3

2

1

Criterion 1

Activate the switch

Independently activatedswitch to every page andlistened to spoken textthroughout the book

Independently activatedswitch 5/10 pages andlistened to spoken textthroughout the book

Verbal prompt to acti-vate switch throughoutthe book

Hand over hand assis-tance to activate switchthroughout the book

Student activated switchto turn each page anddid not listen to spokentext throughout thebook.

Criterion 2

Receptively identify(point to) picture commu-nication symbol(s) oneach page of activity

Receptively identified10/10 pictures through-out the book

Receptively identified8/10 pictures throughoutthe book

Receptively identified6/10 pictures throughoutthe book

Receptively identified4/10 pictures throughoutthe book

Did not receptively iden-tify any picturesthroughout the book

Criterion 3

Expressively identify(name) picture commu-nication symbol(s) oneach page of activity

Expressively identified10/10 pictures through-out the book

Expressively identified8/10 pictures throughoutthe book

Expressively identified6/10 pictures throughoutthe book

Expressively identified4/10 pictures throughoutthe book

Did not expressivelyidentify any picturesthroughout the book

Criterion 4

Repeat spoken text

Repeated the color, picture,and all of the words of therepeated line

Repeated the color, picture,and any 3 words of therepeated line

Repeated the color and pic-ture on each page of thebook

Repeated the color of eachpicture on each page of thebook

Did not repeat any spokentext throughout the book

Table 1. Intellipik Rubric

Adapted books can encourage

children to interact with text and

words.

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the special education teacher or theinstructional assistant when it went offto transition the child to another centerin the classroom.

Final ThoughtsBoth high- and low-tech assistive tech-nologies provide opportunities for liter-acy development in the classroom. Withthe use of assistive technology, pre-school-aged children with disabilitiesare able to successfully participate inliteracy activities.

ReferencesBeukelman, D. R., & Mirenda, P. (1998).

Augmentative and alternative communica-tion: Management of severe communica-tion disorders in children and adults.Baltimore: Paul H. Brookes.*

Boardmaker [Computer Software]. (1997-2000). Solana Beach, CA: Mayer Johnson.

Available online [accessed July, 2000]:http://www.mayerjohnson.com

DeCoste, D. C., & Glennen, S. L. (1997).Handbook of augmentative and alterna-tive communication. San Diego, CA:Singular Publishing Group.*

Gurry, S. E., & Larkin, A. S. (1996). Literacylearning abilities of children with develop-mental disabilities: What do we know?Available: http://www.lesley.edu/aca-demic_centers/hood/currents/v2n1/gur-rylarkin.html

Intellitools (Intellipics, Intellikeys, andOverlay Maker) [Computer Software].(1997-2000). Petaluma, CA: Intellitools.Available online [accessed July, 2000]:http://www.intellitools.com

King, T. W. (1999). Assistive technology:Essential human factors. NeedhamHeights, MA: Allyn & Bacon.*

Public Law 100-407, Technology RelatedAssistance for Individuals withDisabilities Act of 1988, 29, U.S.C. 2202,Section 3 (1).

*To order the book marked by an asterisk (*),please call 24 hrs/365 days: 1-800-BOOKS-NOW (266-5766) or (732) 728-1040; or visitthem on the Web at http://www.clicksmart.com/teaching/. Use VISA,M/C, AMEX, or Discover or send check ormoney order + $4.95 S&H ($2.50 each add’litem) to: Clicksmart, 400 Morris Avenue,Long Branch, NJ 07740; (732) 728-1040 orFAX (732) 728-7080.

Jennifer Beck, Special Education TechnologyProgram, Johns Hopkins University, Columbia,Maryland.

Address correspondence to the author atSpecial Education Technology Program, JohnsHopkins University, 6740 Alexander BellDrive, Columbia, MD 21046 (e-mail: [email protected]).

TEACHING Exceptional Children, Vol. 35,No. 2, pp. 44-48.

Copyright 2002 CEC.

48 ■ COUNCIL FOR EXCEPTIONAL CHILDREN

Figure 3. Intellipic Adapted Book

BIGmack www.ablenetinc.comBoardmaker www.mayerjohnson.comIntellitools www.intellitools.com(Intellipics, Intellitalk,and Overlay Maker)

Kid Pix Deluxe Broderbund SoftwareChicka Chicka Boom Boom Davidson & Associates, Inc.The Cat in the Hat Broderbund SoftwareThe Backyard Broderbund Software

Preschool Jumpstart Knowledge Adventure, Inc.Bailey's Book House Edmark

Assistive Technology Resources:

Software Resources:


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