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Dr. Peet's References
Resources for Research
Interest-Driving Links
Computer Curriculum and Assessment Tools
Articles
Dr. Peet's References
RESEARCH ARTICLES AND MORE: "INTEREST-DRIVEN" LEARNING OF READING AND WRITING SKILLS ON COMPUTER"
Bookmark this site #1 if you choose so you can come back when finished on Dr. Schultz' site.
- A Validation Study of WiggleWorks, the Scholastic Beginning Literacy System, Lynn Hickey Schultz, Ed.D., Harvard University (clicking here opens a new window - please close to return to our site)
- Why, How and for Whom We Need to Use Talking Word Processors,William Peet, Ph.D., Paper published in Proceedings, CSUN '95(clicking here opens a new window - please close to return to our site)
- Children Teach Themselves to Read and Write with Computers, William Peet, Ph.D., and Libby Peet, M.Ed., Early Childhood News,March/April, 1994, pp. 19-21(clicking here opens a new window - please close to return to our site)
- Interest-Driven Learning, William Peet, Ph.D., Paper published in Proceedings, CSUN '91 (clicking here opens a new window - please close to return to our site)
- Computer Software in Educational Curriculum, William Peet, Ph.D., Article published in National Association for the Education of Young Children (NAEYC) Technology Listserve on the Internet Year 2001 (clicking here opens a new window - please close to return to our site)
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RESOURCES FOR RESEARCH AND PRACTICE IN THE ARENA
OF INTEREST-DRIVEN LEARNING THROUGH COMPUTERS
BOOKMARK this site before selecting another site below to ensure return for more information.
Alliance for Technology Access (clicking here opens a new window - please close to return to our site)
Assistive Technology, Inc. publishers of Stages by Madalaine Pugliese (clicking here opens a new window - please close to return to our site)
CAST (Center for Applied Special Technology) with Bobby Approved Database for sites
that are accessible to people with disabilities (clicking here opens a new window - please close to return to our site)
ConnSENSE Review (clicking here opens a new window - please close to return to our site)
Dr. Toy ("For the Best Advice on Children's Products") (clicking here opens a new window - please close to return to our site)
NCIP (National Center to Improve Practice) (clicking here opens a new window - please close to return to our site)
Way Cool Software Reviews (clicking here opens a new window - please close to return to our site)
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Interest-Driving Links
Here are some other interesting reading sites for children.
Please Bookmark this page before clicking on the list below.
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The Magical Blend: Phonics AND Whole Language!!
The San Diego Union-Tribune recently published a front page article entitled "Reading It Right - Educators are again tussling with best way to teach subject." The author asked the question: "What method -- whole language, phonics or some magical blend of the two -- is the best way to teach California's children to read?"
Using a talking word processor on the computer gives novice readers and writers a multi-sensory approach to learning. When children write with a talking word processor, they see the letters and hear every letter's name spoken by the computer as they type it, they hear their combination of letters turned into a word by the speech synthesizer when they press spacebar to go on, and they hear their sentence pronounced out loud by the talking word processor when they type a period.
If they are writing words and sentences that are important, meaningful and INTERESTING to them, they are following the whole language approach.
Since they are getting instant auditory feedback for everything they type, the computer is acting as an experimental phonics tool for them.
A strong consensus is forming among educators that the best way to teach beginning literacy is an eclectic approach. Without auditory feedback, children trying to invent spellings of their favorite power words may have difficulty if they are using only their knowledge of the letter names. They might try to invent words like Bill Steig, the great New Yorker cartoonist, in his book C D B! (one of his little characters, the speaker, pointing out a bumblebee to the other).
When teaching letter-sound correspondences, such as the effect of final "E," it is quite effective doing a "final E" lesson on a talking word processor. If you TELL children that writing an "e" after the letters "s k a t" turns "skat" to "skate,"they might not understand. But if you type "s k a t," and they hear the computer say each letter as you type, and then they actually HEAR the computer say "skate" when you add the final "e," you have made a lasting impression -- one which they can expand upon independently. If emergent readers are given free time to experiment with a talking word processor, they will turn that lasting impression into a key text-to-speech rule in their emerging grammars for written English.
We encourage you to e-mail us your reactions to this "Magical Blend" article!
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Computer Curriculum
and
Assessment Tools
How do we justify the use of computers in the classroom? What CURRICULUM guidelines do we use and how do we ASSESS for student progress? These are competency issues technology resource teachers and all teachers ask to assure success. We at Interest-Driven Learning have done extensive curricular research and development over the past 15 years -- we have helped to make the magical blend of phonics and whole language work repeatedly for novice reader/writers from 4 to 40. Read on to find out how!
Interest-Driven Learning has created a number of developmentally-appropriate curricular guidelines for teachers to use in incorporating the computer into the reading and writing plans for their classrooms: research-proven, interest-driven, child-centered curricular strategies that work to promote natural development of print literacy skills in a concrete, hands-on, auditorily-supported process criterion-referenced assessment strategies that prove progress to students, teachers, parents and administrators
These guidelines are available through the teacher's manuals of Dr. Peet's software: Dr. Peet's TalkWriter has 43 suggested lessons in its teacher manual, designed to take emergent writers from pre-letter recognition to experience-story writing, poetry, and letters to friends and family. With the lessons is a chart to help teacher assess the developmental levels of each emergent writer. The Journal section of the software allows individual files in which to save each child's work, and each printout contains the date and time of day the work was accomplished.
Dr. Peet's PictureWriter includes a teacher manual with nearly 20 different lesson suggestions for guiding the novice sentence-writer in first creating failure-free, printable, talking picture sentences, and then in expanding them to be quite precise statements of likes and dislikes.
In our hands-on how-to sessions, we show teachers first how the interest-driven learning
process works for teaching reading and writing, then how to put the process to work in
their classroom on Monday! In our workshops, teachers use our guidebooks:
Dr. Peet's Guide to Teaching Reading with Interactive Fiction
Dr. Peet's Guide to Teaching Writing with Talking Word Processors, Talking Picture Writers, and Literacy Play Software
Dr. Peet's Guide to Teaching Interest-Driven Reading and Writing on the World Wide Web
We look forward to working with you! E-mail us for information on workshop/on-site
training schedules: drpeet@drpeet.com
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