Assessing Student's Needs for Assistive Technology (ASNAT)

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Chapter 5 – Assistive Technology for Reading, Studying, and Math Pre-literate ♦ focuses on pictures ♦ does pretend reading ♦ begins to write and name letters ♦ scribble writing ♦ beginning to orient to text (left to right, top to bottom, right side up) ♦ reads environmental print by remembering visual cues, not print ♦ unable to read text independently or to decode ♦ reads some sight words by remembering physical cues (read yellow by remembering two tall posts in the middle) ♦ book reading is more social interaction between reader and listener ♦ spelling--random letters RE (back) A (mail) TTT (peeked) Novice Reader ♦ begins to recognize some sight words ♦ uses pictures and some initial consonants to figure out words ♦ still relies on memorization of story ♦ predicts from pictures ♦ realizes printed text carries the message and conveys information ♦ pays attention to individual letters ♦ strings letters together to signify words ♦ aware of environmental print and can identify signs and letters in and out of context ♦ becomes aware of sound symbol relationships ♦ spelling-initial consonants BET (back) MM (mail) PF (peeked) Beginning Reader ♦ focuses on meaning cues ♦ focuses on letter/sound cues ♦ begins to use several cues at a time ♦ begins to cues to self correct ♦ develops ability to hear sound segments in words ♦ expands sight word knowledge ♦ knows most alphabetic letters ♦ invents semi-phonetic spelling of words ♦ has difficulty remembering correct spelling of words ♦ mistakes similarly spelled words in reading them ♦ reads text of composed of familiar words independently ♦ uses context to read unfamiliar words in text ♦ composes simple experience stories using inventive spelling ♦ increases writing vocabulary ♦ reads and rereads trade books/library books ♦ reads sight words by remembering a few salient letters in words ♦ spelling--consonant frame BC (back) MOL (mail) PT (peeked) Assessing Students’ Needs for Assistive Technology (2004) 118
Chapter 5 – Assistive Technology for Reading, Studying, and Math Transitional Reader ♦ develops chunking strategies, reading more words together (becoming fluent reading) ♦ uses more than one strategy (fix-it, checking for meaning, decoding, etc.) ♦ refines self-monitoring and self-correction ♦ realizes spelling includes visual coding as well as spelling by sound ♦ invents fully phonetic spelling of words ♦ remembers spelling of shorter, regularly spelled words ♦ decodes unfamiliar words ♦ uses known words to read unknown words ♦ reads practiced words automatically and accurately ♦ spelling-phonetic tends to over generalize BAK (back) MAL (mail) PECT (peeked) ♦ can read text independently ♦ skill in reading and writing depend on complexity and meaningfulness of task at hand ♦ shares thoughts and feelings in writing ♦ silent reading starts to exceed oral reading ♦ beginning to use conventions of print (capitalization, punctuation) Functionally Literate ♦ begins to use basic paragraph structure ♦ metacognitive about using strategies ♦ develops strategies for comprehending a variety of text structures (cause-effect, sequence, main ideadetail) ♦ decodes multi syllabic words by chunking letters ♦ decodes unfamiliar words rapidly ♦ remembers the spelling of words ♦ knows spelling patterns as they symbolize blends of sounds (igh, tious) ♦ edits, revises and prepares final draft ♦ uses critical thinking sills to organize thoughts in writing ♦ uses conventional spelling It is critical that children with disabilities are read to on a regular basis with an opportunity to see and touch the books as much as possible. Talking to the child about the story, pointing out various aspects of the pictures, labeling items and actions are all helpful in developing these early emergent literacy skills. For students who are non-speaking, provide some form of communication alternative for the child to label objects and actions, to request more or to comment about the content of the reading material. BookWorm Literacy Tool from Ablenet, Inc. provides a device that makes almost any book a "talking book." Simply record a book into the BookWorm literacy tool and press the keypad or an external switch. Now all students can enjoy their favorite book. Using the headphone jack makes independent reading easy. Assessing Students’ Needs for Assistive Technology (2004) 119
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Table of Contents Chapter One Assis
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Chapter 1 - Assistive Technology As
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Notes: Chapter 1 - Assistive Techno
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Chapter 2 - Computer Access A CONTI
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Chapter 9 - Documenting Assistive T
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Chapter 10 - Funding Assistive Tech
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Assistive Technology Vendor Table C
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Assistive Technology Vendor Table M
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Assistive Technology Vendor Table N
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Assistive Technology Vendor Table C
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Assistive Technology Vendor Table V
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Appendix Additional Vendors: Assess
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WATI Product Catalog WATI PRODUCT C
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WATI Product Catalog Assistive Tech
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WATI Product Catalog School Profile
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WATI Product Catalog Wisconsin Assi
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Assistive Technology Assessment For
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Assessing Student's Needs for Assistive Technology (ASNAT)

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