Using Videotape to Add an Asynchronous Delivery Option to Regular Classroom Instruction

2003 ◽  
Author(s):  
John W. Blake
Keyword(s):  
Classroom Instruction ◽  
Graduation Requirements ◽  
Regular Classroom ◽  
Student Needs ◽  
Teaching Load ◽  
Scheduled Time

Student schedules are often at odds, forcing them to miss needed classes due to time conflicts. Departments have limited faculty resources, and cannot offer courses every term at times to meet every need. This paper describes the use of instruction via videotape to offer students an option for taking courses when they cannot attend at the scheduled time. Delivery of instruction by videotape is not new; this paper describes efforts to adapt this method to specific circumstances and student needs. This has resulted in higher course enrollments when videotape and traditional sections are combined for teaching load purposes, and has permitted students to complete graduation requirements when, without this option, they would have been delayed due to scheduling conflicts.

Speech Recognition Software Contributes to Reading Development for Young Learners of English

2015 ◽  
Vol 5 (3) ◽  
pp. 60-74 ◽  
Author(s):  
Kenneth Reeder ◽  
Jon Shapiro ◽  
Jane Wakefield ◽  
Reg D'Silva
Keyword(s):  
English Language Learners ◽  
Speech Recognition ◽  
Reading Fluency ◽  
Oral Reading ◽  
Grade Level ◽  
Oral Reading Fluency ◽  
Classroom Instruction ◽  
Regular Classroom ◽  
Speech Recognition Software ◽  
Reading Tutor

Thirty-six English language learners aged 6;8 to 12;6 years received practice with The Reading Tutor, which uses speech recognition to listen to oral reading and provides context-sensitive feedback. A crossover research design controlled effects of classroom instruction. The first subgroup worked with the software for 3.5 months, and following a week's crossover period, the second subgroup worked for a subsequent 3.5 months. Both groups were assessed to obtain comparable gains both in regular classroom with English as an Additional Language (EAL) support and in the classroom condition with EAL support plus the Reading Tutor. Oral reading fluency was assessed by the DIBELS measure. Fluency was also calculated by the program, and grade level of materials mastered was assessed by the software's logs. Both groups made significant gains in oral reading fluency and grade level of materials mastered, according to measures internal to the software. For one period, gains in fluency following experience with the program appeared to have been slightly larger than gains with regular classroom instruction and EAL support only.

A Five-Year Longitudinal Study of Development of Articulation Proficiency in Elementary School Children

1977 ◽  
Vol 8 (3) ◽  
pp. 176-180 ◽  
Author(s):  
Ralph C. Bralley ◽  
Ralph J. Stoudt
Keyword(s):  
Elementary School ◽  
Longitudinal Study ◽  
School Children ◽  
Elementary School Children ◽  
Classroom Instruction ◽  
Clinical Implications ◽  
Regular Classroom ◽  
School Year ◽  
Predictive Tests

This paper reports the results of a five-year longitudinal study of the spontaneous development of articulation proficiency in 60 elementary school children. The subjects received no remediation in speech other than that which occurred in connection with regular classroom instruction. Articulation was tested at the beginning of each school year in Grades 1 through 5. The results indicate that 47 children developed adequate articulation during the five years. Clinical implications and the need for further research in the development of predictive tests of articulation are discussed.

Speech Recognition Software Contributes to Reading Development for Young Learners of English

2017 ◽  
pp. 390-404
Author(s):  
Kenneth Reeder ◽  
Jon Shapiro ◽  
Jane Wakefield ◽  
Reg D'Silva
Keyword(s):  
English Language Learners ◽  
Speech Recognition ◽  
Reading Fluency ◽  
Oral Reading ◽  
Grade Level ◽  
Oral Reading Fluency ◽  
Classroom Instruction ◽  
Regular Classroom ◽  
Context Sensitive ◽  
Reading Tutor

Thirty-six English language learners aged 6;8 to 12;6 years received practice with The Reading Tutor, which uses speech recognition to listen to oral reading and provides context-sensitive feedback. A crossover research design controlled effects of classroom instruction. The first subgroup worked with the software for 3.5 months, and following a week's crossover period, the second subgroup worked for a subsequent 3.5 months. Both groups were assessed to obtain comparable gains both in regular classroom with English as an Additional Language (EAL) support and in the classroom condition with EAL support plus the Reading Tutor. Oral reading fluency was assessed by the DIBELS measure. Fluency was also calculated by the program, and grade level of materials mastered was assessed by the software's logs. Both groups made significant gains in oral reading fluency and grade level of materials mastered, according to measures internal to the software. For one period, gains in fluency following experience with the program appeared to have been slightly larger than gains with regular classroom instruction and EAL support only.

Cooperative Planning for Regular Classroom Instruction of Students With Disabilities

1993 ◽  
Vol 37 (4) ◽  
pp. 16-20 ◽  
Author(s):  
Robert A. Gable ◽  
Jo M. Hendrickson ◽  
Susan S. Evans ◽  
Becky Frye ◽  
Kimberly Bryant
Keyword(s):  
Students With Disabilities ◽  
Classroom Instruction ◽  
Regular Classroom ◽  
Cooperative Planning
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