Independent Learning
RMC Research Report (extraction)
In spring 2007 the teachers explained that students who used Texthelp Read&Write GOLD became more independent writers. When students used the software to read aloud documents they had written, they could hear their mistakes and make corrections. This valuable feature of the software allowed teachers, who in the past often performed this task, to focus on higher order instruction.
Student Comments
Student #6 - 6th grade boy, SETC Interview
Q: Is that something hard for you . . . is focusing?
A: Because there’d be like a lot of conversations goin’ on, so I would . . . like . . . want to look around. And instead of the teacher . . . like . . . just talkin’ to you, you could look on the computer and it won’t be any distractions around the class for you. You just focus on that one spot on the computer . . . right there.
Q: The computer can help you do stuff, and you don’t have to have the teacher.
A: Yeah.
Q: Now how can that help you in the future?
A: ‘Cause you’re not going to have the teacher all the time . . . through life. You’re gonna’ grow up and your teacher’s not gonna’ be there all the time. You gotta’ grow up on your own, learn how ta’ to things on your own . . . You can’t take your teacher everywhere you go (smiling).
Student #5 - 7th grade boy, SETC Interview
Q: The scanner is something that you used?
A: Yep. I used it when I was in the 6th grade in Miss Jensen’s tutorial. It was really helpful, because sometimes when you have these really big, thick chapter books, you can take it and set it down (hands moving as if scanning a book), and you can scan it. It would scan a page, and when your’e done, it would scan, and scan another page; and then you can click “read” and it would read the book to you.
Teacher Anecdotes
"The greatest impact has been on their self-confidence. They feel so much better and they are willing to try harder. Their academics have improved too. This year made the biggest impact because this year I expected more from them and now they are now more independent."
"Because of the technology the students can work at their own pace more. I can present things and they can go do it themselves. I don’t have to always be the one doing the work. They can write on the ACTIVboard and the class is participating."
Teacher #1 Anecdote - SETC Interview:
Q: Would you explain how literacy support software has helped your students?
A: It helps them every day with their writing and their skill improvement. One particular student comes to mind who is an 8th grader and writes like a kindergartner . . . with terrible spelling . . . but very bright! He’s using a dictation program on RWG, and this makes a . . . he’s so bright that he can manage it well . . . and he can now finish all his work. It makes a difference in his home, in that his parents were always sitting at the computer and typing out his reports for him. And now he can manage all that on his own. So, it’s big improvement both at school and at home.
Q: So, he’s become quite a bit more independent then?
A: Totally! independent kid.
Teacher #2 Anecdote - SETC Interview:
Q: You have literacy support software in your classroom; how does that work for your students?
A: My students have been enabled! . . . by using particularly the TextHelp [RWG] that has the word prediction option, and the read-aloud, so that they can hear back what they have written, do the spell check; have word prediction help them with typing it more quickly to keep the idea in mind that they’re trying to get down.
One boy in particular, entering 6th grade, was having a very difficult time transitioning, and became almost a (unable to translate word) [legal] problem with his attendance. And through utilizing that software in general ed classes as well as in my classroom, he has been able to feel success, find ability to respond to assignments of all sorts . . . and become controlled in feeling that he is able to do the things that are expected of him . . . and attendance has ceased to be a problem.
Teacher #3 Anecdote - SETC Interview:
Q: Has the technology helped your students to be more independent?
A: I met with the history teacher and we came up with a project that we could do that was a little modified. And I sat down with them . . . we chose the topic; I assigned different areas; and that was the last I saw of them. Every time I gave them time to work on it they were on the computers by themselves doing the research, using the RWG to read the internet . . . and they were puttin’ it together by themselves . . . and they all got wonderful grades on it. So . . . very independent! It’s amazing! And I have another group that will be doin’ it this semester and I think they are going to be just as successful.
Q: Does RWG help your students with math?
A: We do what I call “write math” that kind of goes along with our WASL. They take a story problem and they have to answer it. They have to write out their explanation. And, I spent a lot of time reading and re-reading the question to them, and going over their answers with them . . . and I think that to take me out of the picture and let them be a little more independent . . . they might grow a little faster, because they won’t be so dependent on me.
Teacher #4 Anecdote - SETC Interview:
Q: Has the technology helped your students to be more independent?
A: At the beginning of the year the kids were really clingy . . . like, “Help me, help me.” one-on-one. And when you have a class of 16 with one teacher, where these kids are so used to the one-on-one, it was difficult for them to sit and wait patiently. With this [RWG] they can log on themselves; they open up RWG on their own; they open up their own Word [document]. They’re very independent on doing that. They go from the beginning where they’re getting their thoughts; they hear it read out loud to them; they send it through spell check.
Q: Has using this software in your classroom changed your attitude about teaching in any way?
A: Yes . . . I didn’t like teaching writing. I will be the first one to admit that. Writing is my least favorite subject to teach, and now it’s one of my most favorite, because I can see what the kids can produce on their own, independently. And I don’t have to be there one-on-one with the students correcting their work. It’s in the students hands now . . . and it made me excited about teaching.