Alternative/Computer Access and the Writing Process

1. Alternative/Computer Access and the Writing Process Professional Development Session Region 4 ESC 1/15/2013 Blaise Mladenka / Lynn Guthrie

2. Session resources Handouts (hard copy for quick reference) A Wikispace with all documents relating to this presentation : “Alternative Computer Access and the Writing Process” @ http://specializededtechsupport.wikispaces.com/ Includes: Presentation notes Handout materials “How to…” Guides Links to Internet Resources Additional Resource documents References

3. The Writing Process (an overview) Emergent literacy … the developmental stages of writing Spelling Stages Writing Skills Stages in the Writing Process

4. Emergent Literacy Writing Domain TEA’s Prekindergarten Guidelines (PDF, pg 78)

5. Early Writing Stages: Random scribbling (15 months To 2.5 years) Controlled Scribbling (2 to 3 years) Lines and Patterns (2.5.to 3.5 years) Pictures of objects and people (3 to 5 years) Letter and word practice (3 to 5 years) Hogan, Kathy Scribbles, Drawings, & Invented Spelling; The Journey to Becoming a Writer Presented at the Reading & Writing Conference, Region 4 ESC November 10, 2012

6. Spelling Development Prephonemic/preliterate - random letters or streams (zxcv =team) Early Phonemic - one consonant sound or equivalent prominent in the word (t = team) Consonant frame – 2 to 3 of the prominent consonants (K / early 1st) (tm = team) Phonetic - each sound is represented with a letter. (1st grade) (tem, tim = team) Transitional - incorrect spellings that apply standard English spelling conventions (2ndgrade) (teem, teme = team) Conventional – correct spelling (team) DeCoste, Denise “Assistive Technology Assessment: Developing a Written Productivity Profile” Presented at the TATN State Conference June 13, 2012 Citing Ferroliand Shanahan (1987) “Spelling Stages”

7. Spelling Development Within-word patterns - spell short vowel sounds correctly and some long vowel combinations 2nd to 4th grade (teme, teem = team) Syllable juncture – single syllable words are spelled with correct vowels patterns; working on unstressed syllables in words 3rd to 8th grade (hopeing = hoping; sampul – sample; squirle = squirrel) Derivational constancy – students understand that words are derived from the same root and apply this to spelling Middle school into adulthood Compasition = compose/composition; confedence = confide/confidence DeCoste, Denise “Assistive Technology Assessment: Developing a Written Productivity Profile” Presented at the TATN State Conference June 13, 2012 Citing Templeton (2002) “Within-word Patterns”

8. Texas Essential Knowledge of Skills for Writing • Penmanship/Capitalization/Punctuation • Purpose • Writing Processes • Spelling • Grammar/Usage • Evaluation • Connections (Refer to the “Texas Essential Knowledge of Skills for Writing (a checklist of TEKS K – 12)” in the Internet Resources document for a link to the document)

9. Texas Essential Knowledge of Skills for Writing (a K – 12 checklist) (As posted in the Writing Module on the TATN website) http://www.texasat.net/docs/Writing_TEKS%20Effective%20Writing%20Instruction.pdf

10. TEA’s Writing Process Stages (As posted in the Writing Module on the TATN website) http://www.texasat.net/docs/Writing%20Process%20Stages.pdf

11. Assessment Informal Assessment In Educational Evaluation The value of informal assessments for writing (in the context of bilingual education) … and some considerations in doing so Discussions of Standardized Vs. Informal testing Samples of structured and unstructured informal assessments Ideas on how to proceed available @ http://www.finchpark.com/courses/assess/informal.htm ( Refer to the Internet Resources document for a link to this article)

12. To determine where a student is in the writing process: • Teacher/parent surveys • Therapist observations • Typical work samples • Comparisons to previewed checklists • Formal skills checklists Additional sources that be helpful: The Bridge Assessment Evaluation Tool of Children’s Handwriting Written Productivity Profile (WWP Referenced in the Internet Resources or Vendor’s List documents

13. Practice with the Written Productivity Profile (WPP) • A “complete” writing profile includes: • Handwriting speed across 4 tasks • Keyboarding speed across 4 tasks • Spelling development • The ability to compose based on writing traits • Ideas • Organization • Word choice • Voice • Sentence fluency • Conventions DeCoste, Denise “Assistive Technology Assessment: Developing a Written Productivity Profile” Presented at the TATN State Conference June 13, 2012

14. Writing Tasks Timed for letters / words per minute Alphabet Copying from a model Writing from dictation Independent composition

15. Handwriting and keyboard development Research findings shared: Students still need handwriting for many tasks. Difficulties with handwriting lead children to avoid writing / see selves as less competent. Both handwriting and computer skills are needed. Lower marks are sometimes assigned to students w/ poor handwriting. Some students feel socially isolated and bullied. Based on research compiled by Denise DeCoste “Assistive Technology Assessment: Developing a Written Productivity Profile” Presented at the TATN State Conference June 13, 2012

16. 4th graders with and without LD take longer to type than write by hand. Around 5th grade, handwriting speeds (average) 10 WPM. Keyboarding speeds without explicit keyboarding instruction is slower that handwriting speeds in elementary (2 years behind). Handwriting quality is not related to keyboarding baseline… students still learn keyboarding at the same rate. Special education students had lower baselines, but acquired skills at the same rate as non-special education students. With instruction, 5th and 6th graders progress faster than 3rd and 4th graders. Based on research compiled by Denise DeCoste “Assistive Technology Assessment: Developing a Written Productivity Profile” Presented at the TATN State Conference June 13, 2012

17. 6th graders, after 12 weeks of instruction were faster keyboarding than handwriting; even the 20 slowest produced 75% more text with keyboarding than handwriting. Students receiving 8 weeks of 20 minutes / day resulted in keyboarding at the same rate as handwriting. Students produced longer and better essays after keyboarding became comparable to handwriting speeds. Based on research compiled by Denise DeCoste “Assistive Technology Assessment: Developing a Written Productivity Profile” Presented at the TATN State Conference June 13, 2012

18. Keyboarding is not always practical • if the student does not retain the ability to quickly locate keys. • if handwriting is still faster after significant keyboarding practice. • Keyboarding is appropriate • If handwriting is too difficult or illegible. • If keyboarding speed is faster than handwriting speed. • Keyboarding training should begin in 3rd grade. • Keyboarding is not necessarily a solution when written language • and / or spelling deficits are major issues. • When handwriting and keyboarding are adequate efforts should focus • on developing needed language / spelling skills. • Keyboarding alone will not overcome a student’s lack of ability in these • areas, though it can provide an efficient means of editing. Based on research compiled by Denise DeCoste “Assistive Technology Assessment: Developing a Written Productivity Profile” Presented at the TATN State Conference June 13, 2012

19. So when should we recommend keyboarding Vs. handwriting What factors might determine which to emphasize? Should we “qualify” when keyboarding should be allowed i.e., which tasks?

20. And then … there is voice to text writing…. (voice recognition software) When do we go there? And why? And why not?

21. General strategies to support the writing process • “Scribbles, Drawing, and Invented Spelling: The Journey to Becoming a Writer” • Especially good resource regarding organizing the writing environment and noting the steps in guided writing • Does not address adaptations for students who need “alternative pencils” • Some points re writing environments: • A meeting area • A writing center • Writing conference area • The publishing area • Literacy enriched play centers • Some points re Routines • Mini-lessons (mentor texts/ modeled writing/interactive writing • / graphic organizers/writing samples) • Uninterrupted writing time • Author’s chair • Writing routines (morning message/daily news/show-n-tell / message boards) Kathy Hogan “Scribbles, Drawings, & Invented Spelling; The Journey to Becoming a Writer” Presented at the Reading & Writing Conference, Region 4 ESC November 10, 2012

22. General strategies to support the writing process Some additional resources: ReadWriteThink Lesson plans, rubrics, and strategies and interactive on line activities for supporting reading and writing skills. www.readwritethink.net Printable checklists for writing Teachers can create writing checklists (any specific skills ) by using this on-line tool. Students can use these checklists Monitor their writing. http://pblchecklist.4teachers.org/checklist.shtml

23. Strategies to support the writing process for students with special needs Students who have specific needs related to vision, hearing, motor, print and cognitive challenges may need alternative tools to support the development of writing skills.

24. Resources to Consider for the Emergent Writer “Emergent Literacy for All” Addresses supporting emergent literacy, and offers alternative tools for students to use to support the development of writing • Notes important concepts of emergent writing • Stresses the importance of focus on function (writing) Vs. form (tool) • Offers ideas for finding the “write” tool • Provides tips on how to teach meaning of writing to emergent writers • Offers suggestions for meaningful writing tasks • Emphasizes use of meaningful context for early writing • Presents considerations in assessing beginning writing • Gives step by step guidance in some specific writing activities • Shares links to other resources Gretchen Hanser PhD for Louisiana Department of Education@ http://sda.doe.louisiana.gov/ResourceFiles/Literacy/LA-EL9-2011-HO.pdf Based primarily on work done at the Center for Literacy & Disabilities Studies University of North Carolina at Chapel Hill

25. A select slide from “Emergent Literacy for All” (Pencil) • Pick a pencil that has the most potential forstudents to EASILY use. • Students DO NOT need to know their letters inorder to get an alternative pencil. • Students learn about pencils and letters bywriting. • Early writing is a PERFECT way to work onmotor skills and letter knowledge. • Students must have access to the full alphabet. • Their “scribble” will look different—it is not abouthow the actual letter is physically formed by hand. Gretchen Hanser PhD for Louisiana Department of Education@ http://sda.doe.louisiana.gov/ResourceFiles/Literacy/LA-EL9-2011-HO.pdf Based primarily on work done at the Center for Literacy & Disabilities Studies University of North Carolina at Chapel Hill

26. Suggestions from “Emergent Literacy for All” (tools) • Large keyboards • Portable word processors • Labelers • Eye gaze boards • Intellikeys board Gretchen Hanser PhD for Louisiana Department of Education@ http://sda.doe.louisiana.gov/ResourceFiles/Literacy/LA-EL9-2011-HO.pdf Based primarily on work done at the Center for Literacy & Disabilities Studies University of North Carolina at Chapel Hill

27. Roy, Vicky Poston “Alternative Pencils: Writing with Students with Significant Disabilities” Presented at the TATN State Conference June 12, 2012 Source pictures from the “Alternative Pencils” CD Available from the Center for Literacy & Disabilities Studies, University of North Carolina at Chapel Hill

28. A select slide from “Emergent Literacy for All” (teaching strategies) Give Informative Feedback-Give the Scribbles Meaning • You’ve written a lot of letters—let’s see if we can countthem.” • Point to one of your letters-let’s see if it is in someone’sname. • ”You have a lot of “c”s in your writing. Let’s find all ofthem.” • Pick a letter and let’s find something in the room thatstarts with that letter.” • Pick a letter and let’s write a letter book with it.” Gretchen Hanser PhD for Louisiana Department of Education@ http://sda.doe.louisiana.gov/ResourceFiles/Literacy/LA-EL9-2011-HO.pdf Based primarily on work done at the Center for Literacy & Disabilities Studies University of North Carolina at Chapel Hill

29. A select slide from “Emergent Literacy for All” (authentic writing activities) Have a Context for EarlyWriting • Context for responding to writing • Verbal/Signed choices based on student • Pictures • Movies • Objects/Tactuals • Personal Remnant Books • Classroom Remnant Lists/Charts Gretchen Hanser PhD for Louisiana Department of Education@ http://sda.doe.louisiana.gov/ResourceFiles/Literacy/LA-EL9-2011-HO.pdf Based primarily on work done at the Center for Literacy & Disabilities Studies University of North Carolina at Chapel Hill

30. A select slide from “Emergent Literacy for All” (authentic writing activities) Name Writing for AuthenticReasons • Always model correct attempt afterwards • Student makes attempt with alternative pencil. Meryl’sattempt: QBC • Adult follows up with: • “You wrote QBC. Here’s how I write your name.” • Adult uses alternative pencil to write correctly. • Providing a model afterwards gives a cognitivestructure for later use. • Focus on teaching students to “think likewriters.” (Karen Erickson, 2009) Gretchen Hanser PhD for Louisiana Department of Education@ http://sda.doe.louisiana.gov/ResourceFiles/Literacy/LA-EL9-2011-HO.pdf Based primarily on work done at the Center for Literacy & Disabilities Studies University of North Carolina at Chapel Hill

31. Resources to Consider for the Emergent Writer An eye gaze system to love… “Lennart” … can be viewed @ http://youtube.com/watch?v=6_PgPFSV_hs “Predictable Chart Writing” A step by step “how to” adapted for emergent writers who need alternative pencils. Available through The Center for Literacy & Disabilities Studies (CLDS) @ http://www.med.unc.edu/ahs/clds Alternative Pencils product available at UNC @ https://www.med.unc.edu/ahs/clds/products/available-for-purchase

32. Resources to Consider for the Struggling Writer The TATN Writing Module “Technology Supports for Struggling Writers” is our “go to” guide for resources to support students within the framework of TEA’s Writing Process Stages. • Components of the Writing Module: • Writing Process Stages • Texas Essential Knowledge and Skills (TEKS) for Writing • Handout and Guide • Technology Links for Writing Instruction The TATN Writing Module @ http://www.texasat.net/default.aspx?name=trainmod.writing

33. The TATN Writing Module“ Technology Supports for Struggling Writers” • Handout and Guide: • Effective Elements of Writing Instruction • Instructional vs. Compensatory Interventions • Strategies for tool Use • Considerations of task demand and student challenges • with each stage in the writing process • Specific technology supports for each stage Click on the link “The Handout and Guide” @ http://www.texasat.net/default.aspx?name=trainmod.writing

34. The TATN Writing Module“ Technology Supports for Struggling Writers” • The “Technology Links for Writing Instruction” includes (for each stage): • No tech/ Low tech options • Technology products • Manufacturer • Website • Description of the tool Click on the link “Technology Links for Writing Instruction” @ http://www.texasat.net/default.aspx?name=trainmod.writing For some of the same in slightly different format (e.g.,AssistiveTechnology Devices for Writing and Spelling) visit the Georgia Project for Assertive Technology resources pages available @ http://www.gpat.org/Georgia-Project-for-Assistive-Technology/Pages/default.aspx

35. Blogs (info and comments re tools) on reading and writing difficulties @ http://www.spectronicsinoz.com/blog/tag/reading-and-writing-difficulties/ • Such topics as: • Hot keys for Read & Write Gold • Using iPads to support students who struggle with literacy • Apps for Phonics • Reviews of specific products • Apps for special education

36. Resources to guide the tool decision making process The AIM Navigator: As posted on the site: “a process facilitator that guides the work of a collaborative team as they work through the AIM-related needs of individual students.” Available @ http://aim.cast.org/navigator/page The Dell Assistive Technology Solution Configuration Tool : Dell's Assistive Technology Services for education provides a tool to “Configure an ATS solution”. Available @ https://www.evas.com/eduplan/configurator.php

37. Tools Word Processors/spelling support/graphic organizers Word processors as a stand-alone • Additional supports within the processor • spell check / grammar check • auto correct • enhancement features such as size, color, spacing, simplified toolbar • Specialized tools/strategies • use of highlighter • created form fields • work in outline view On-line dictionaries Microsoft OneNote “5 Ways Microsoft OneNote Can Help Students With Dyslexia Stay Organized” @ http://www.microsoft.com/education/en-us/teachers/how-to/Pages/OneNote_for_dyslexia.aspx

38. Students may need additional supports such as: • Text to speech feedback • e.g., • IntelliTalk • Writing with Symbols 2000 / Sym Writer • Narrator Write:Outloud • Word prediction support • e.g., • Word Q • Soothsayer Co:Writer A features comparison of word prediction software is available @ http://www.spectronicsinoz.com/article/word-prediction-software-comparison-chart

39. Literacy Supports Software • “all in one” software ( talking word processor, spelling support and more …) WYNN SOLO Read & Write Gold Kurzweil Claro Crick’s “Write OnLine” writer A “Literacy Supports Software Comparisons Chart” is available @ http://www.spectronicsinoz.com/article/literacy-support-software-comparison-chart

40. Accessible Instructional Materials ( a sampling) Classroom Suite, a software suite with multiple course contents for instruction; @ http://www.intellitools.com/classroom-suite.html Literacy Lab, an accessible early literacy instructional program … reading and writing @ http://www.mayer-johnson.com/literacy-lab/ BoardmakerPreMadeActivites @ http://www.mayer-johnson.com/pre-made/

41. Portable word processors • w/ & w/o speech feedback • w/ spell check • w/word prediction • e.g. • Fusion / Forte • AlphaSmart / Neo

42. Spellcheck/Grammar check Ginger Proofreader, a free downloadable spelling and grammar check @ http://www.gingersoftware.com/?cpn=1&adg=1&ad=1&cnt=1&ln=1&gclid=COfK3ubFsbICFQc4nAod8AkArw YouTube video on Ginger Grammar/Spell Checker @ http://www.youtube.com/watch?v=XJqc5JIiDCI&feature=related Advanced spell checkers compared @ http://www.callscotland.org.uk/Resources/Quick-Guides/Assets/Downloads/Writing-Support-Tools_Advanced-Spellcheckers-Compared.pdf

43. Portable dictionaries/Talking reading pens Phonetic Dictionaries/Talking Dictionaries e.g., Franklin Talking Dictionaries Reading Pens e.g., WizCom’sReadingpen See a YouTube video demo of the WizComReadingpen @ http://www.youtube.com/watch?v=_f400NcyxtM

44. Graphic Organizers Kidspiration Inspiration Draft Builder Text 2 Mind Map is a free on-line “outline-to-visual map” tool available @ http://www.text2mindmap.com/

45. Accessible text Making (almost) any document accessible for the writer • Sources of text: • Relevant internet documents • On-line curricula (e.g., end of chapter summaries or quizzes) • Hardcopy documents scanned as a PDF file • Reasons for converting: • Access via word processor to address the handwriting challenge • Reduce / modify the content • Simplify vocabulary • Access via form fields • Easy “answer mode” (e.g., highlight or underline answers) • Make more accessible for “literacy supports software”

46. Accessible text Making (almost) any document accessible for the writer Use of PDF converters e.g., Adobe Acrobat Pro Refer to “Using Adobe Acrobat Pro to Convert a PDF file” in the “How To guides” for simple directions on converting a PDF file to editable text (a text file) There are 2 documents available for download about working with Adobe to make documents interactive on the QIAT site in the Resource table @ http://natri.uky.edu/assoc_projects/qiat/resourcebank.html “Working with PDFs in Acrobat 9”; A more-than-you-might-need on PDFs is available for view or download @ http://www.lib.umich.edu/files/services/exploratory/pdfs/acrobat9.pdf

47. Use of a scanner and OCR software to capture and convert documents e.g., PaperPort OmniPage Pro Use of literacy software supports to convert PDF to Word e.g., WYNN Wizard Read & Write Gold Refer to “Using WYNN to convert an image file/PDF to editable text” and to “Read & Write Gold Scan modes” in the “How To guides” for simple directions on converting a PDF file to editable text (a text file) • And now… “snap and read/write” technology • Intel Reader • iPad

48. Note: One may not need to create text fields for all or most students. If student cannot navigate and write into a document without text fields pre-inserted it may be necessary to create them.

49. Graphic (Picture based) Word Processors • For students who are severely (cognitively) print challenged the use of a picture based word processor will give opportunities to: • Create literary pieces • Develop symbol based sentence structure • Foster improved sight word recognition • (given writing activities structured to do so) • e.g., • Picture It • Pix Writer • Writing with Symbols 2000 • Communicate: Sym Writer • Communicate: In Print2 • Clicker 6

50. iPad Apps A sampling of apps for individuals who require alternative tools for writing (Yes, iPads are “so cool”, and yet, not always necessary ... but they really may be the best option for some students.) e.g., iWordQ Typ-O HD Voice Dream Reader Some reviews: Word processor apps 6 listed with descriptors, prices and links to iTunes @ http://www.techshout.com/features/2012/25/best-word-processor-apps-for-ipad/ “The 5 Best Writing Apps for the iPad” @ http://www.lifehack.org/articles/technology/the-5-best-writing-apps-for-the-ipad.html