Emerging Reading and Writing Strategies Using Technology

Abstract

Reading Environments Have you noticed the recent proliferation of electronic text, talking storybooks and trade books, and Internetbased textual materials? What we may not realize is their value for literacy instruction for students of all ages. Educators are beginning to understand how they can use various media and technology tools for literacy instruction with students with disabilities, based on how each student reacts to text-based information. Many students with disabilities exhibit problems with reading fluency, text comprehension skills, vocabulary learning, and abstract reasoning from text presentations (Scruggs & Mastropieri, 1993). Educators have turned to computers and electronic materials to assist students who have difficulties reading (Higgins & Boone, 1997; Kulik & Kulik, 1991). Currently, educators are beginning to look at emerging technologies, such as the Internet, as viable tools for reading, writing, and general content education, as well (see Figure 1). The number of Web sites available for literacy instruction is increasing daily. The potential for teachers and parents to find and use electronic textbased materials for literacy instruction has evolved (Jeffs & Castellani, 1999). The need to address issues of accessibility for literacy instruction is multiplied by the vast amount of digital and electronic material on the Internet. We can now develop many customized electronic instructional materials and techniques that provide student access to textual information in universally accessible formats necessary for individualization and accommodation (Orkwis & McLane, 1998). Universal accessibility is a relatively new term meaning that “a curriculum should include alternatives to make it accessible and applicable to students, teachers, and parents with different backgrounds, learning styles, abilities, and disabilities in widely varied learning contexts” (Orkwis & McLane, 1998). Currently, there is little research to support claims of the utility of the Internet for instruction. This article describes research-based strategies that may help teachers use the Internet in both general and special education classrooms. Figure 1 provides a rationale for investing in the Internet as a tool for literacy instruction.

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