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March 2012 | Volume 69 | Number 6
Reading: The Core Skill

Ted Hasselbring

Literacy is the base on which learning is built-in school and in life. It provides a way to climb out of poverty, get a good job, and be a productive citizen. Helping the struggling readers in our schools to catch up is one of the most fundamental challenges educators face. Meeting that challenge is difficult for several reasons.

First, students who struggle with reading are not all developmentally equal. Some need basic phonics instruction. Some have comprehension and fluency issues. Some are only a couple of years behind. Some read at a below-basic level. Some have profound learning disabilities. Some are recent immigrants who speak little English. Teaching a group of students with such divergent needs is almost impossible, even for the best instructors.

Second, struggling readers have no time to waste and need to learn faster than other students if they want to catch up. They need targeted, individualized help, and they need deliberate and intensive skill practice-all at the right level. This is difficult to deliver in a class of 20 or more students.

Third, students who struggle with reading expect to fail. Many of them have never succeeded in academics, so they are no longer motivated to work hard. They often don't see the value in going to school or listening to a teacher or reading a book. That's why many of them drop out.

Fourth, students who are two, three, four, or more years behind in reading have been unable to learn from texts they were assigned in school for quite some time. So there's a massive "background knowledge gap" they need to overcome.

So how do we help these students? I would argue that technology gives us the best chance.

Why Technology?

For more than two decades, I have been studying how carefully designed applications of technology can help students who struggle with reading and math and help teachers overcome many of the challenges I've noted. Schools across the United States are already using technology in this way. What we need to do is replicate this success and scale it up.

I see five ways that technology can be a game changer for struggling readers.

1. Technology is adaptive.

The typical middle or high school English language arts classroom has students with varying needs. Because it's difficult for teachers to teach at 15 different levels, they often end up shooting for the middle and hoping for the best. What else can they do?

Adaptive technology, using software that constantly assesses students as they learn, is able to respond instantaneously to student progress and deliver instruction and practice at the optimal level. If a 9th grader who reads on a 3rd grade level is reading an article about the War of 1812, adaptive technology knows to give him a version of that article that is on his reading level and to provide the necessary background knowledge to make him successful. If a student is struggling with silent e s, the computer will recognize that and provide instruction and guided practice until the student masters the skill.

2. Technology is good at facilitating repetitive practice.

People who struggle with a task can benefit from targeted and repetitive practice. Just as a golfer might practice a pitch shot over and over until it becomes second nature, a student learning to read needs to practice key skills. In a classroom of struggling readers with different needs, teachers simply don't have time to set up tailored practice drills for every child.

Smart technology is great at this. If it's adaptive, it knows which skills a student is struggling with and can tee up the right kind of practice until it knows the student has mastered it.

3. Technology is available anytime and anywhere.

As technology becomes ubiquitous in our lives, it allows for learning outside the classroom. Technology, which is impervious to the physical barriers of a four-walled classroom and an 8 a.m.-to-3 p.m. school day, allows for a more seamless connection between classroom and home, and among teacher and student and family. It creates opportunities for collaborative homework assignments, for virtual learning when students get the flu, and for deep learning when a student discovers a passion.

There are still challenges concerning home access for all students, the expense of devices, and security concerns. But we're nearing a time when every child can have a device that opens new doors to learning-and fits in a pocket.

4. Technology is superb at gathering and processing data.

The human brain is wondrously powerful and sophisticated. Yet it struggles with gathering, ordering, and processing data. Wouldn't it be remarkable if a teacher, with a click of a button, could look up the day-by-day progress of a struggling student, see which concepts have been holding him or her back, then use that information to create an individualized learning plan for that student?

This kind of thing is already a reality in classrooms today. When a student spends just a small amount of time using the right kind of software each day, computers can quickly assess that student's skill set, organize the data, and deliver customized data to the teacher, parent, or student. I envision a day when students will use specialized e-reading devices that can monitor their eye movements to assess their fluency and comfort in reading any text.

5. Technology is motivating.

For almost anyone, but especially for a student caught in a cycle of failure, the greatest motivator is success. You may have seen the Nike running app that gathers data every time a runner goes out for a jog, then puts it in order and serves it up on a smartphone. Athletes can see how many miles they've run over the course of a year, their personal bests, their average times from week to week, and other data. It's very motivating.

Technology can do the same thing for people learning to read. It can process data and demonstrate improvement in even the smallest increments. And for students who have never experienced success in school, seeing those reading levels tick up and up is incredibly motivating.

The Best Tools for the Job

Teaching and learning are human endeavors. Students don't remember the computer that turned their life around; they remember the teachers who inspired them and never gave up on them.

We need to use every tool possible to help teachers and students be even more successful. Just as soldiers wear sophisticated armor to protect them during battle, swimmers use ever more specialized suits to reduce drag in the pool, and car companies build hybrid and electric models to reduce both emissions and drivers' fuel costs, teachers can use certain applications of technology to help with many of the things we struggle with in learning and teaching.

You've probably heard the naysayers who think technology has no place in education-who say that it's a distraction; that there is no evidence it moves the needle on achievement; and that "I did without a computer or a cell phone in school, and I turned out just fine!" These are the people who are going to battle without the best available armor.

The question we should be asking about technology is not whether it should have a role in education or not. It's too late to turn back. That train has left the station. We should be asking how to use the technology we have

To support the science of learning.

To help us teach students to read.

To help end the literacy crisis in our schools.

If we answer these questions thoughtfully and apply those answers to our teaching, we'll be well positioned to take advantage of the benefits technology provides for our students. So let's log on-for their sakes.

Ted Hasselbring is research professor of special education at Peabody College of Vanderbilt University in Nashville, Tennessee. He was an author for the intervention programs READ 180, System44, and FASTT Math.

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March 2012 | Volume 69 | Number 6 Reading: The Core Skill Ted Hasselbring Literacy is the base on which learning is built-in school and in life. It provides a way to climb out of poverty, get a good job, and be a productive citizen.

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An eVoc strategy is an electronic or technology-based strategy that teachers can use to develop students' vocabulary learning and interest in words. We use the term eVoc both to highlight that the strategies rely on digital tools and resources and to suggest the evoking of learning potential that is possible when technology and media are part of the instructional mix.

As literacy educators, we need to use the tools that 21st-century technologies afford us (International Reading Association, 2009). Nearly 100% of schools in the United States have Internet access (Wells & Lewis, 2006). In 2010, we can assume that access to information and communication technologies (ICTs) will continue to improve with the increased availability of inexpensive mobile devices and the U.S. Department of Education's inclusion of technology in education reform (National Education Technology Plan, 2010).

Although the pervasiveness of ICTs in all aspects of 21st-century life is quite clear and well accepted, it is less clear how teachers might successfully integrate technology into literacy instruction and specifically vocabulary instruction. Improving students' vocabulary is an area of urgent need if we are to develop the advanced literacy levels required for success in school and beyond (Biancarosa & Snow, 2006; Graves & Watts-Taffe, 2008). Vocabulary is also an area where teachers are asking for guidance on instructional approaches, strategies, and materials (Berne & Blachowicz, 2008). We believe that digital tools and media are available in most schools that teachers could harness now to improve vocabulary learning, tools that capture the interest of students and that provide scaffolds and contexts in which to learn with, and about, words more profitably.

The purpose of this article is to highlight 10 eVoc strategies that hold promise for improving vocabulary learning in intermediate grades and that employ digital tools and resources that are readily available and feasible to implement in today's schools. Given the fast pace of technology innovation, not all of these eVoc strategies have direct research evidence; however, they are all supported by research on effective vocabulary instruction, much of it carried out with print materials (National Institute of Child Health and Human Development [NICHD], 2000; Pearson, Hiebert, & Kamil, 2007), and multimedia learning (Fadel & Lemke, 2008; Mayer, 2001).

We encourage teachers to select one or more of these eVoc strategies to try out and adapt to their particular students, curricula, and teaching context. We hope that they share their successes and limitations with their colleagues and with the broader literacy community on the Internet. In the following sections, we first summarize research on vocabulary learning and then present 10 eVoc strategies organized by three principles of vocabulary instruction applied in a digital context. Across all three areas, the role of interest and engagement with words and word learning is addressed.

What does research tell us about vocabulary learning?

Even within our increasingly visual world (Kress, 2003), words remain our pr imar y means of communicat ion. The Nat ional Reading Panel Report (NICHD, 2000) and the RAND Reading Study Group (2002) heightened the importance of vocabulary instruction for student literacy learning. Books and articles on vocabulary instruction are popular (e.g., Beck, McKeown, & Kucan, 2008; Blachowicz & Obrochta, 2005; Graves & Watts-Taffe, 2008), and research on vocabulary is enjoying renewed attention.

Why is vocabulary learning so important? To understand a text, one must understand the words that represent the ideas or concepts. Studies confirm the high correlation (0.6 to 0.8) between vocabulary knowledge and reading comprehension (Baumann & Kame'enui, 2004; Pearson et al., 2007). We also know that there are degrees of word knowledge, from "I've never heard this word before," to "I know this word and can apply it in multiple contexts" (Lubliner & Scott, 2008), as well as metacognitive knowledge about how to apply prior knowledge and strategies to vocabulary learning (Beck et al., 2008).

Of particular concern to educators is the development of academic language. Although we learn oral language that enables us to speak to one another fairly easily, learning academic language is more complex because it involves abstract literacy tasks and language not customarily used in oral speech (Fang, Schleppegrell, & Cox, 2006; Zwiers, 2007). Academic language is a second language, because all literate people must learn it to enable them to access academic content (Solomon & Rhodes, 1995).

For English learners (ELs), academic language may represent the task of learning a third language. Thus, special care must be taken to give them every advantage in learning academic language, particularly in content areas. For example, research suggests that Spanish-speaking students can be taught to recognize cognates (i.e., words with similar meanings that look and sound alike in two languages, such as operation [English] and operación [Spanish]) and use cognate information to comprehend English texts (Lubliner & Grisham, in press; Proctor, Dalton, & Grisham, 2007).

We know that there is a wide range in students' word knowledge and that as early as age 5, there is a 30-million-word exposure gap between "haves" and "have nots" (Hart & Risley, 1995). The results of this gap are manifested in students' literacy learning, particularly reading comprehension. The Matthew Effect, where strong readers get stronger and weak readers get weaker (Stanovich, 1986), as well as the fourth-grade reading slump (Chall & Jacobs, 2003), can be attributed, at least in part, to a less developed store of conceptual knowledge and vocabulary.

The good news is that we can improve vocabulary learning and address the gap by actively and systematically teaching vocabulary to our students (Pearson et al., 2007; Zwier s, 2007). Teaching words, morphology, and word origins is an important component in any vocabulary learning program. It is also necessary to provide multiple exposures to the word in different contexts and to teach word learning strategies, such as using context clues, cognate information, and deciding when a word is important to know and remember. Although teaching can make a real difference in vocabulary learning, explicit teaching of vocabulary is not enough; a dedicated teacher can teach perhaps 300-400 words per year (Beck et al., 2008).

Direct vocabulary instruction is essential, but research indicates that students with well-developed vocabulary learn many more words indirectly through reading than from instruction (Cunningham & Stanovich, 2001; Nagy & Herman, 1985). Two strategies that encourage children to read widely and deeply are to provide an array of reading materials that capitalize on their interests and to set aside time for reading during the school day and at home (Trelease, 2006). Conversations about their reading with adults and peers also strengthen students' word learning (Biemiller & Boote, 2006).

Whether directly teaching vocabulary and word learning strategies, or increasing students' volume of reading, an important research-based principle that applies across the board is to promote a lively interest in words through student expression and participation in a learning community that enjoys playing with words, builds on individual interests as well as curriculum needs, and emphasizes self-efficacy in word learning (Beck et al., 2008; Graves & Watts- Taffe, 2008).

These recommendations to improve vocabulary by encouraging wide reading, teaching words and word learning strategies, and promoting active learning and interest in words are not new. The purpose of this article is to encourage teachers to apply these research-based recommendations in new ways, using digital tools, media, and the Internet-that is, to deploy technology in service of vocabulary learning.

Despite the ubiquity of technology and media, it is not on teachers' priority lists of vocabulary instruction strategies and materials (Berne & Blachowicz, 2008). We address this gap by offering 10 eVoc strategies organized into three instructional areas. First, we offer strategies for teaching words and word learning strategies. Second, we focus on on-demand digital language tools to support just-in-time strategic vocabulary learning and reading. Third, we suggest ways to increase the volume of reading to support students' incidental vocabulary learning. Along the way, we offer ways to stimulate students' interest in words and self-efficacy. Technology, when used flexibly in response to students' varied needs and interests, can and should be part of the solution to the vocabulary gap.

Teaching and learning vocabulary

The first five eVoc strategies focus on explicit teaching of vocabulary and helping students become independent word learners.

eVoc strategy 1: Learn from visual displays of word relationships within text

Developing breadth and depth of vocabulary depends on building connections between words and developing elaborate webs of meaning (Boulware- Gooden, Carreker, Thornhill, & Joshi, 2007). Graphic organizers and visual displays highlight the relationships between words (Baumann & Kame'enui, 2004). Two of our favorite word mapping tools that support visual representation are Wordle and Wordsift.

Wordle is a free Web application that allows you to create a word cloud based on the frequency of words in a particular text. It can be used to stimulate students' thinking about the meaning, importance, and relationship of words as they analyze, create, and publish Wordles. To create a word cloud, you paste text into the applet and then manipulate the visual display by selecting the color scheme, layout, and font. Word clouds can be used to highlight keywords and themes to prepare students for reading, as well as prompt discussion after reading.

For example, we created the word cloud in Figure 1 based on an online National Geographic Kids article about the troubling disappearance of honeybees in North America. Questions about this Wordle might include the following:

What does the word cloud suggest this article is about?

What seem to be the most important words?

How do these words go together?

Why do you think the Wordle designer chose this shape of word cloud? (Hint: Think of what bees look like when they swarm.)

Figure 1: Word cloud for bees using Wordle

Students will most likely conjecture that the article is about bees. Some students may notice the less prominent words-dead and poisons-and wonder if the bees are sick. When asked about the color choice, they may speculate that the author/designer chose bright colors to get your attention, or that black goes with poison. What is important in this kind of prereading discussion is students' close attention to the words and how they might relate to one another and to the larger text that they represent. Students actively engage with meaning as they draw on background knowledge about words and concepts as well as on visual literacy skills.

The same bees word cloud could prompt a discussion after reading the article, guided by questions such as,

Do you think the word cloud captured what was most important to learn?

Are there keywords or ideas that are left out?

What superordinate terms reflect the main ideas?

As students manipulate the word cloud's layout, color, and font, they integrate verbal and visual representations, strengthening the multimedia learning effect (Fadel & Lemke, 2008) while developing an important digital literacy skill in our visual society.

For some students, the creative design aspect serves as the hook to engage them in meaning making; for others, it is the words themselves that entice them to explore meanings and relationships. Although Wordles can be published to the public gallery and printed, another option is to use a screen capture program to save the Wordle as an image, creating a bank of images on your desktop or school server. They can then be inserted into a document, PowerPoint, class blog, or other text.

WordSift is another free word cloud tool available on the Internet. Like Wordle, a word cloud is created based on text that is cut and pasted into the application. Although WordSift does not support artistic design of the display, it offers important learning supports. Each word can be clicked on to show a collection of related images, a word map, and a listing of sentences from the text that present the word in different contexts. WordSift also sorts words by difficulty and identifies academic words. Note that both Wordle and WordSift support several different languages, a feature particularly helpful to ELs (Adesope, Lavin, Thompson, & Ungerleider, 2010).

eVoc strategy 2: Take a digital vocabulary field trip

In the original vocabulary field trip (Blachowicz & Obrochta, 2005), the teacher begins with a large poster of a topic, such as weather. Students are seated on the carpet, and the teacher leads a field trip that includes having students observe and record what they saw as they read books and other materials. As students volunteer weather words, the teacher records them on sticky notes or tag board and puts them up beside the poster. After the observations are concluded, the teacher returns the students' attention to the words, repeating them and linking them to the poster. Next, students sort the weather words into conceptually related groups and engage in other semantic activities.

Teachers can create a digital version of a vocabulary field trip using a free online program called TrackStar (trackstar.4teachers.org). Like the popular WebQuest (Dodge, 1995), TrackStar allows you to collect a series of websites and annotate them so that students follow the online journey.

On the left side of the figure you can see the questions and multiple websites that we selected to guide students in finding out about weather in Alaska, where the Iditarod takes place. We selected a context where weather is extreme to heighten students' interest and to provide a dramatic contrast to their own local weather. We begin with a website featuring photos and video of dogsledding in Alaska and asked students to respond with descriptions of the weather conditions.

Next, students visit a website on the aurora borealis and look for connections between the aurora and Alaskan weather. They complete the virtual field trip with a visit to a website on weather comparisons, where they examine the differences between local weather and Alaskan weather. Throughout this process, they visit several teacher-selected websites and gain knowledge about words through multiple exposures in different contexts and through different media, including reading, viewing, writing, and conversation.

eVoc strategy 3: Connect fun and learning with online vocabulary games

No list of technology applications for vocabulary would be complete without mention of the vocabulary games that are available for free on the Internet. We recommend two sites that offer a variety of activities to engage students in playing with words and word meanings: Vocabulary Games and Vocabulary. Games include crossword puzzles, picture-word matches, word scrambles, and 8 Letters in Search of a Word (a game that can draw you in unexpectedly as you race to create as many words as possible from eight letters within the time limit). The games are supplemented with themed word lists, test preparation items, and activities on prefixes and suffixes. These sites can be bookmarked for students' independent practice and can provide a basis for whole-group instruction.

eVoc strategy 4: Have students use media to express vocabulary knowledge

The previous eVoc strategies all require student interaction, from manipulating a visual word map to taking an online vocabulary field trip. This strategy focuses on students' vocabulary representations in multiple modes-writing, audio, graphic, video, and animation (Nikolova, 2002; Xin & Rieth, 2001). The first set of examples draws on promising research with universally designed digital text (Dalton & Proctor, 2007), suggesting the benefit of having students develop word meaning as they read a definition, view graphics, listen to the word, write or audiotape a personal connection to the word, create a caption for a graphic, and complete an interactive word map (Proctor et al., 2007; Proctor, Uccelli, Dalton, & Snow, 2009). Figure 2 illustrates how students communicate word knowledge as they create a caption for an image. These types of activities offer students different modes of representation and expression and can be created with a variety of composing tools and formats, such as digital stories, photo essays, podcasts, and so on.

Figure 2: Students create captions to illustrate their understanding of contribute

Note. From Dalton, B., Proctor, C.P., Snow, C.E., Uccelli, P., & Mo, E. (2008, September). Improving reading comprehension for struggling readers: Understanding the role of vocabulary development, guided strategy use, and Spanish language supports in a digital reading environment. Final report to the U.S. Department of Education, Institute of Education Sciences.

A multimedia composing and presentation tool that is often underused is PowerPoint. We have certainly seen many poor PowerPoint examples (e.g., the ubiquitous three bullet points and silly clip art approach). However, we have found that PowerPoint can be used creatively for expression. In addition to benefiting from reading and viewing multimodal representations of vocabulary, recent research suggests that students may also benefit from creating multimedia representations of words in PowerPoint slides that are hyperlinked together (Pritchard & O'Hara, 2009). Working with fifth graders, Bridget (first author) created an example of a multimedia glossary item for camouflage, a word from the science curriculum (see Figure 3).

Figure 3: Multimedia glossary example of camouflage using a PowerPoint template

The model elaborates word knowledge in context and illustrates how design influences the message. To provide a structure to guide students in creating their own entries, Bridget created a template that students could fill in and adapt. The template includes a space for the word, a short definition, an explanation for why the word is important, a graphic, an audio recording or sound, and a source. As students create and revise their entries, they reflect on the word's meaning (What does this mean?), its representation (How does this particular graphic and sound effect illustrate this word?) and process (What images did you consider and discard?).

Students' glossary items can be combined into a master document and sorted by word to show multiple meanings and representations (Pritchard & O'Hara, 2009). Another approach to compiling students' individual work is to teach them how to hyperlink their slides so that a view of one version of a word includes hyperlinks to others' versions of that word. Although this example uses PowerPoint as the media format, these types of vocabulary collections can be created in different modes and published online as a word wiki or word blog. This kind of collaborative publication and engagement with an external audience is characteristic of successful multimedia learning (Fadel & Lemke, 2008). There really is no end to the creative possibilities when students use media to develop and celebrate the wonder of words.

eVoc strategy 5: Take advantage of online word reference tools that are also teaching tools

Many online word reference tools are also excellent teaching resources. For example, the Visual Thesaurus website complements its fee-based content with free information such as the Behind the Dictionary and Teachers at Work columns and teacher-created themed word lists. Many use multiple distribution platforms to reach learners wherever they are. For example, the Back in School webpage of Dictionary.com (dictionary.reference.com/studenthandbook) links to Facebook, has an iPhone application, a free toolbar application, a word of the day that is communicated on Twitter or as a text message on your mobile phone, and a free weekly word explorer audio podcast on iTunes.

Develop strategic digital readers with "on-demand" vocabulary help

This section highlights two online tools that provide just-in-time support while reading. Students can develop their strategic learning repertoire as they customize their own collection of supports.

eVoc strategy 6: Support reading and word learning with just-in-time vocabulary reference support

Whether avid or reluctant reader, we all encounter unfamiliar words in our reading and need strategies for what to do when this occurs. Rather than using print dictionaries or asking the teacher, students can learn to use online dictionaries and thesauri. When they have access to word help on demand, at the point of need, both monolingual (Reinking & Rickman, 1990) and bilingual (Yoshii, 2006) students tend to use them more often than print references and improve their understanding. Many of these Internet-based tools are free (they vary in difficulty, so try out different applications to determine the best fit for your students).

Some word reference tools can be mounted on the browser toolbar, allowing you to right click on any word to look it up and have a brief definition display. More comprehensive dictionaries can be bookmarked for easy access while reading on the computer. The increasingly popular e-book readers, which are becoming more common in schools and homes, usually provide dictionary help in the form of audio pronunciations of the word and brief definitions.

Two popular free online dictionaries/thesauri are Reference.com and Merriam-Webster. Tools expressly designed for students include Word Central from Merriam-Webster , Back in School from Dictionary.com, and Yahoo Kids! American Heritage Dictionary of the English Language.

A strength of digital text is its capacity to communicate in multiple modes, enhancing understanding by providing two channels of input, visual/spatial and linguistic (Mayer, 2001). Merriam-Webster offers an online visual dictionary (visual.merriam-webster .com/index.php), and Enchanted Learning provides a picture dictionary for young children. Be on the alert for educational sites that offer specialized picture glossaries, such as NASA's online space picture dictionary. These sites can be added to your browser favorites. And, finally, it is important to teach students to notice and strategically use the vocabulary help that is offered on various sites, such as the word wizard that pops up when students are reading Scholastic News Online.

eVoc strategy 7: Use language translators to provide just-in-time help for ELLs

Successful ELs leverage first-language knowledge to develop their English (Adesope et al., 2010; Jiménez, García, & Pearson, 1996). Online dictionaries often support multiple languages (e.g., the Yahoo! Kids dictionary supports 90 languages), and EL students should be taught to look for this option. Another resource is the language translator. The value of a translator is that it supports learning words as they occur naturally in authentic text and allows students to view bilingual versions of a text side by side so that they can use their first-language knowledge to develop their English vocabulary. You can paste text into the translator field, select the input and output languages, and view the translation (see Babelfish, Google translator, and Bing Translator). You may also download a toolbar extension that translates any webpage automatically. Although these tools are not perfect (and may never be, given the nuances involved in translation), they are a good place to start for ELs. In fact, students often find the translator's mistakes both humorous and an entry point for discussing the nuances of word meanings.

Expand wide reading and incidental word learning with digital text

Reading widely and deeply is important for vocabulary development and reading comprehension. These two strategies help increase students' volume of reading and, indirectly, their incidental word learning (Cunningham & Stanovich, 2001; Nagy & Herman, 1985).

eVoc strategy 8: Increase reading volume by reading digital text

Class libraries, read-alouds, book clubs, and independent reading time during the school day can increase the amount and variety of student reading. However, it is challenging to find the resources and time required to provide up-to-date material, to be responsive to students' interests, and to accommodate readers at different reading levels. Teachers can dramatically expand text options for students by including reading on the Internet and other digital texts. A high percentage of students already use the Internet for homework; we can extend their learning and exploration of words in context as they read and view varied text genres on the Internet, or read texts downloaded onto a class computer, an e-book reading device, or a smartphone.

Increasing the reading of informational text is especially important for learning in the content areas, and informational content reigns supreme on the Internet. To use current events as one example, the currency of information and use of media to communicate the news is unparalleled. To begin, we recommend bookmarking quality sites that students read on a regular basis. Many educational publishers and organizations provide free online content, including articles and media about current events, some of which are generated by students themselves. A few of our favorites include the following:

A recent visit to some of our favorite sites included articles about the top stories in the news, a student blog about animal myths featured in the animated film Fantastic Mr. Fox, and an explanat ion of threesided snowflakes. The texts include graphics, video, and sound, along with written text, providing many ways of engaging with the content. Students can rotate taking on the role of Internet news repor ter, scanning bookmarked sites for interesting news to share with the class or post to a class blog. Students can also pursue individual interests as they read digital text during sustained silent reading.

A second example is based on literature students read in the classroom, generating interest in more reading by developing intertextual connections (Hartman, 1992). Using a digital poster or PowerPoint screen to show a splash of book cover images and screen captures of websites, movie trailers, and blogs invites students to pursue their interests in particular authors, books, genres, popular culture, and media.

For example, a screen displaying a book that the class is reading, such as Kate DiCamillo's The Tale of Despereaux, links to several screens, one featuring her website and online interviews, another to a site with video clips from The Tale of Despereaux movie, and still another highlighting other fantasy books and comics. The splash screens can be printed out to build a wall mural that students expand as they continue reading.

These examples highlight the value of teachers previewing Internet content. However, students will also need support in learning how to search and find their own reading materials on the Internet. This will necessitate teaching Internet safety, something that is now required to obtain E-Rate funding (Protecting Children in the 21st Century Act, 2009), as well as strategies for searching and evaluating Internet content (Henry, 2006).

eVoc strategy 9: Increase reading volume by listening to digital text with a text-to-speech tool and audio books

A common concern among educators is the readability of websites and Internet content. One powerful strategy is to allow students to listen to text with a text-to-speech (TTS) tool or, when available, listen to audio narration. This provides students with access to age-appropriate content and grade-level curriculum, a right mandated by the Individuals with Disabilities Education Improvement Act of 2004. For struggling readers, TTS increases their reading speed, reduces stress, and for some, but not all, improves comprehension (Elkind & Elkind, 2007).

Fortunately, there are free TTS tools that can be mounted on the browser toolbar for easy access while reading, such as Click, Speak for Firefox (click speak.clcworld.net), or downloaded to your desktop, such as the NaturalReader free TTS utility. Balabolka is a PC-based TTS application that can run off a thumb drive. Some e-book readers such as Microsoft Reader are free to download and can be used with public domain content that is part of their e-book library.

There are also commercial TTS tools that range in price depending on the features, such as those from Kurzweil, Aeques, TextHELP, and Recording for the Blind & Dyslexic (RFB&D). Note that students who have a documented print disability may obtain digital versions of core curriculum texts from organizations such as Bookshare and RFB&D. To explore strategies for listening to text, check out the Learning Through Listening website. Johnson (2003) also offered suggestions for using audiobooks in the classroom in her Reading Online article, "Audiobooks: Ear-resistible!"

eVoc strategy 10: Combine vocabulary learning and social service

Many of these eVoc strategies use Web 2.0 technologies to promote social learning. They also tap into students' natural desire to create, to participate in communities, and to develop strategic competence. Recent reports on students' digital literacies highlight the importance of this kind of learning (Ito et al., 2010). This final eVoc strategy is a free online vocabulary game, Free Rice that has attracted millions of users, young and old. We believe it offers an opportunity to promote students' engagement with words while contributing to the social good.

Free Rice presents a word and four answer choices on the screen. For each correct answer, the United Nations World Food Programme donates 10 grains of rice to countries in need. The game adjusts its difficulty level based on the response, filling a bowl with rice as the player adds to his or her score. As a class activity, the teacher could project the website on screen and guide students in playing the game for 5 minutes daily, discussing choices (e.g., "I think it must be 'x' because 'y'") and strategies (e.g., "Any words we can eliminate? Does the root word give us a clue we can use?"). Students can play individually or with a partner, reporting back to class on their rice earnings and sharing intriguing new words.

In closing, we invite you to go digital with word learning. These 10 eVoc strategies use technology to support the wide reading, direct instruction, active learning, and interest in words that we know are essential to vocabulary development. In a digital world, knowing how to use the tools and resources available online is part of becoming a strategic learner. We hope that this list provides a useful and evocative jumpingoff point for integrating technology and media into your students' vocabulary learning experience.

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10 Ways to Use Technology to Build Vocabulary

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An eVoc strategy is an electronic or technology-based strategy that teachers can use to develop students' vocabulary learning and interest in words. We use the term eVoc both to highlight that the strategies rely on digital tools and resources and to suggest the evoking of learning potential that is possible when technology and media are part of the instructional mix.

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Reading difficulties can catch up to students in middle school as the demand for more independent reading increases in most classes. A student who has trouble reading is likely to struggle not just in language arts, but also in science, social studies and any other classes that use a textbook. The sooner a struggling middle school reader learns effective reading strategies, the better his chances at keeping academically on track.

Fluency

When struggling students read slowly, stumbling to sound out words and ignoring punctuation, they can't focus on understanding the ideas in the text. Reading along with a recording of a middle school-level story such as "Rikki-Tikki-Tavi" or a poem like "The Highwayman" helps improve fluency by giving students a model of proper pacing and expression. Teachers and parents can also help students work on sounding out words in books written at their reading level. The adult can challenge the student to find words with different sounds, such as long or short vowels. This strategy will give the student practice sounding out words until he can read them automatically.

Modeling

Good readers process words and build meaning from the text almost simultaneously. For struggling readers, figuring out words and understanding ideas occur as separate processes that rely heavily on short-term memory for constructing meaning. Struggling middle school readers need to hear models of the way good readers think and make sense of the text. Teachers and parents should read aloud to students, from middle school-appropriate texts including news and sports articles, pausing often to share thoughts and explain the mental strategies they use to find meaning. For example, they should stop when they find an important idea and explain why it might be critical. The strategies most middle school students need to work on include summarizing, making inferences, interpreting figurative language and drawing conclusions based on text evidence.

Practice

Middle school students need plenty of practice reading relevant material written at a level they can understand. A seventh grader reading at a fifth-grade level needs to start with stacks of fifth-grade books and gradually progress to sixth- and seventh-grade texts. She might begin with the "Diary of a Wimpy Kid" books and progress to Harry Potter novels. As they read, students should consciously apply the reading strategies they have been working on. If a student has been working on visualizing events in the story, she should focus on picturing scenes in the text whenever she reads. Parents and teachers should support the reading practice by talking to struggling students, asking them to read aloud and offering suggestions for improvement.

Writing About Reading

Sometimes understanding doesn't occur until after a reader has to reflect on the text. Writing can be an effective way to show middle school students the value of reflection. Writing helps them to clarify their thoughts and put their ideas in precise language. Their writing also becomes a permanent record of their thinking. Teachers can give students questions or prompts to reflect on, but middle school students should also decide for themselves what is worth writing about. A useful prompt for a writing assignment on a novel might be something like, "Explain two or three important events that happened in the chapter." Or, for a nonfiction book, "Name three important facts you learned by reading and explain why they are important."

About the Author

David Raudenbush has more than 20 years of experience as a literacy teacher, staff developer and literacy coach. He has written for newspapers, magazines and online publications, and served as the editor of "Golfstyles New Jersey Magazine." Raudenbush holds a bachelor's degree in journalism and a master's degree in education.

Photo Credits

Creatas Images/Creatas/Getty Images

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Reading Strategies for Struggling Middle School Readers | Synonym

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Reading difficulties can catch up to students in middle school as the demand for more independent reading increases in most classes. A student who has trouble reading is likely to struggle not just in language arts, but also in science, social studies and any other classes that use a textbook.

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This practical book grows out of a recent report written by the RAND Reading Study Group (RRSG), which proposed a national research agenda in the area of reading comprehension. Here, RRSG members have expanded on their findings and translated them into clear recommendations to inform practice.

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Behind Test Scores: What Struggling Readers Really Need on JSTOR

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Sheila W. Valencia, Marsha Riddle Buly, Behind Test Scores: What Struggling Readers Really Need, The Reading Teacher, Vol. 57, No. 6 (Mar., 2004), pp. 520-531

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Reading and Writing in the Science Classroom, Dr. Patricia Bowers

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Just like peanut butter and jelly, science and the communication skills of reading and writing are natural partners for todays elementary classroom. The teaching of science concepts combined with communications skills is an approach whose time has come for two major reasons.

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If you've so much as glanced at the Common Core State Standards, you know how much emphasis is placed on literacy. Reading isn't relegated to a single class period each day anymore. Teachers are expected to incorporate literacy instruction throughout the curriculum, and students are expected to read (and understand) as much informational text as they do fiction.

Sound intimidating? If so, you're not alone. "As a science teacher, I thought my primary concern was content delivery-getting the kids to know science," says Emily Kang, an assistant professor of science education at Adelphi University in New York and a former middle school science teacher. "But I've since discovered that it's really about teaching kids the skills to become good scientists, which includes being good readers." Scientists, she says, have to be able to read articles and journals-review the research-before they can build experiments or projects of their own.

To help you and your young Galileos get started, we've taken four of the CCSS ELA-Literacy Anchor Standards for Reading (there are 10 in all), and matched them with fun classroom activities to help you effectively blend science and literacy instruction.

ELA Anchor Standard 4

Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Science is a vocabulary-heavy subject. Go beyond handing out definitions of words with these activities.

âœ" Make a word wall. Kang has her students make a Frayer Model for each unfamiliar word, then posts it on a classroom bulletin board. "If a student runs across the word scavenger, he can look on the board and not only see the word but also see a picture of it, the definition of it, and the word used in a sentence," Kang says. Click for a print-ready example.

âœ" Move! "Let students come up with a movement for each word," says Diane Krause, a third-grade teacher at School Lane Charter School in Bensalem, Pennsylvania. "For a word like condensation, they might come up with a movement to show raindrops coming together. Moving, and repeating the movements later, helps the word stick in their minds."

ELA Anchor Standard 10

Read and comprehend complex literary and informational texts independently and proficiently.
With effort, even your struggling readers should be able to understand grade-level science texts by the end of the year.

âœ" Put the book aside. Jeff Winokur, one of the authors of The Essentials of Science and Literacy, says teachers should let students observe and explore before diving into the texts. "Starting with a book ruins the investigation," he says. "If you plan to do an investigation with worms and you read about worms first, the initial wonder is gone."

Let students observe and touch and handle worms before reading about them, Winokur advises. The hands-on experience will not only help students understand scientific words and concepts, but will give them a reason to turn to the text.

"Scientists usually read because they've started an investigation of some sort," Winokur says. When they come upon a problem they can't understand, they look to texts to learn more. So when your students start to form questions about worms, based on their observations, break out the books!

âœ" Get active. "If your students are reading about animal population dynamics, but 10 of your kids have never been to the zoo, have never really been in nature, it's going to be very hard for them to understand what they're reading about," Kang says. So she often starts science units with an activity to build students' knowledge. "I've used a game from Project WILD called 'Oh Deer!' to help students understand habitat," Kang says. "When we do that before we read, students have a much clearer idea of what they're reading." Click to download the activity.

âœ" Jigsaw reading. Break complex texts down into smaller sections; assign each section to a pair of students. "The students can work with a partner to summarize the text and present it to the class," says Jacqueline Miller, a senior research scientist with the Education Development Center. Breaking a text into smaller chunks and working together to understand it increases comprehension.

ELA Anchor Standard 9

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches that the authors take.
Science is everywhere, and comparing and contrasting different accounts of the same topic builds students' understanding-and literacy skills.

âœ" Use current events. Hurricane Sandy and the Mars rover are two examples of recent science-related news stories. As a class, read and discuss various newspaper or news magazine reports. (Try Odyssey magazine or Scholastic's ScienceSpin, SuperScience, or Science World.) Then direct kids to the Web to look for more information; they can research ideas and themes mentioned in the reports they've read.

Barbara Plonski, director of Mass Insight Education's Advancing College Readiness program, used a conflict over fishing limits to build students' literacy skills and teach them about pollution, habitat, and life cycles. A news story that detailed commercial fishermen's anger at proposed catch limits piqued her students' interest. Then she helped them research fish population data. "They got two viewpoints of the same thing-the fishermen saying, 'The limits are destroying our lives,' and the fisheries saying that the fish are being depleted," Plonski says. "Then as a class, we worked to figure out the truth between those two statements."

ELA Anchor Standard 7

Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
Informational texts often include visual representations of data to help readers understand the text. Science offers all kinds of opportunities to analyze illustrations, graphs, and diagrams.

Start with pictures. When introducing a science text to your class, have students scan the text for illustrations. "When you look at the pictures first, it helps you predict what you're going to be reading about," Kang says. "It also helps you visualize concepts."

âœ" Think OPTICally. To help her students systematically analyze graphs, charts, and diagrams, Kang uses the mnemonic OPTIC (overview, parts, title, interrelationships, conclusion). "For overview, we'll talk about what kind of graph we're looking at," Kang says. "Is it a pie graph or a line graph?" The mnemonic helps students look at each part of the illustration separately, then put them all together.

âœ" Create graphs and illustrations. "Have students study how textbooks present data, and then give them a situation where they have to create a graph or illustration of data," Plonski says. "It could be shoe sizes or students' heights." Let students work in small groups, and have each group present their work to the class. Compare and contrast the groups' various methods for visually representing the data.
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Common Core: Reading in Science Class | Scholastic

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If you've so much as glanced at the Common Core State Standards, you know how much emphasis is placed on literacy. Reading isn't relegated to a single class period each day anymore. Teachers are expected to incorporate literacy instruction throughout the curriculum, and students are expected to read (and understand) as much informational text as they do fiction.

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Really this is what every good science teacher should do

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Is this topic something that is researchable? How do I collect data? Do I have to get consent before doing the research?

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Chris Huelsman/Reading Research Website. 

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Chris Huelsman/Reading Research Website. 

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This is a great site to find researched based articles about reading.

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Anything but Lazy: New Understandings about Struggling Readers, Teaching, and Text on JSTOR

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Leigh A. Hall, Anything but Lazy: New Understandings about Struggling Readers, Teaching, and Text, Reading Research Quarterly, Vol. 41, No. 4 (Oct. - Dec., 2006), pp. 424-426

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"Combining science with language arts instruction in the elementary grades can help improve children's language arts and science understandings and ensure sufficient time is spent on both science and language arts instruction" (Hayman, Hoppe, & Deniz, 2012).

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We all know that reading will have an affect on student performance in any classroom setting where reading is required. What I want to know is how do I mitigate that? Is it fair that students, who can accurately answer questions during classroom instruction about a science concept, get poor grades in science because of reading?

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"Students needed to not only explain and demonstrate a science concept, but also dramatize it in ways that allowed others to understand the concept"(Hershberger, Kur, & Haefner, 2013).

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"Writing and performing science skits is an authentic way for students to demonstrate understanding of the science concepts in ways that are motivating and exciting for students" (Hershberger, Kur, & Haefner, 2013).