Early Literacy: The Empowerment of Technology

By Jean M. Casey

Casey's critically acclaimed work is revised here with the latest research and software developments that help you strengthen early literacy through the use of talking computers. Filled with exciting research results and anecdotal proof of the effectiveness of new teaching methods for the twenty-first century, it shows you how to boost literacy, especially among those with learning disabilities or oral/hands-on learning styles, as well as ESL students.

Computers are being integrated in early literacy classrooms nationwide and around the world. Learn how you can use computers effectively to boost student learning and achievement in your classroom. Filled with exciting information, this book shows you how your classroom can become a part of meaningful literacy projects with other classrooms throughout the world. It also presents the important global research information needed by political teams, school boards, administrators, superintendents, and all parties involved in the vital decision-making process surrounding technology implementation. This revised edition of Casey's critically-acclaimed work includes data on how computers make a difference in the classroom as well as information on software that has been used successfully with children learning English as a second language.

• Format: Paperback
• Language: English
• ISBN: 1563088657
• ISBN13: 9781563088650
• Release Date: May 2000
• Publisher: Libraries Unlimited
• Length: 198 Pages
• Weight: 1.04 lbs.
• Dimensions: 0.6" x 6.7" x 10.0"

Customer Reviews

A "must-read" for teachers of all grade levels

Dr. Casey presents compelling anecdotes of the real experiences of many children who have been transformed by the use of the "talking computer." That's what makes this book stand out from the pack of other comupter-in-the-classroom works. She espouses an even higher technology which replaces and surpasses the use of computers as alternate work papers. The word-sound connection, which has been proven to be of paramount importance in several recent studies, is experienced in realtime with visual, kinesthetic and aural feedback. Not content to stop with her own observation and experience, which is impressive, she collaborates with colleagues from several countries in Europe to prove the efficacy of her methods across cultural and language barriers. The outstanding results should raise some eyebrows, not only among classroom teachers, but in the hallowed halls of administration, and at the state government level. Many current problems such as bilingual education, increasing functional illiteracy and dropouts could be easily solved by the methods presented here. A useful appendix ennumerates websites, online sources, software and reviews. Highly recommended for those dedicated to the belief that Johnny CAN read, if given the right tools.

A must read for teachers who want to implement technology.

Dr. Casey, a leading researcher and professor in teaching reading, presents a compelling argument for the implementation of technology in classrooms as early as pre-school. While this is not a revolutionary idea these days, the approach she advocates is. Many schools still use the computer as a glorified typewriter or calculator, or as an electonic "ditto sheet." Not so here. With the help of colleagues throughout the world, Dr. Casey has studied real-life situations in which children, who might otherwise fail and join the ever-growing ranks of the functionally illiterate, not only learn to read, but experience the joy of success. This is accomplished through the use of the "talking computer", a learning machine which gives immediate feedback to children in all learning modalities, visual, kinesthetic, aural, and oral. Many practical problems are addressed, such as funding, and the resistance to change in the "corporate culture" of many schools. A helpful appendix ennumerates online sources, software and other technology resources. Specific advice for teachers is given in the form of a checklist. My only disappointment with the book is a lack of illustrations; this is no doubt attributable to the publisher's budget restraints. I highly recommend this book as a starting point for school districts and staffs, as well as parent advocacy groups. Many state school boards would also be well-advised to heed Dr. Casey's words.