ISTE20Creative
Constructor Lab
Digital
Leadership Summit
Edtech Advocacy &
Policy Summit

Screencasting for Improved Reading Fluency With Adolescents

Participate and share

Participate and share : Poster


Monday, June 24, 2:00–4:00 pm
Location: Posters: Level 4, Terrace Ballroom Lobby, Table 40

Isabella Montes   Aidan Sperry   Rachel Rosenberg   Ketsia Bongwele   Heather Esposito   Nefertiti Dukes  
Learn how to embed meaningful reading-fluency instruction into middle and high school classrooms with screencasting technology. Making fluency instruction engaging and authentic for high school students can be accomplished by reimagining fluency-based strategy instruction with Screencastify and Texthelp’s Fluency Tutor.

Audience: Coaches, Teachers, Principals/head teachers
Skill level: Intermediate
Attendee devices: Devices useful
Attendee device specification: Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
Participant accounts, software and other materials: https://www.screencastify.com/
https://www.texthelp.com/en-us/products/fluencytutor/
Focus: Digital age teaching & learning
Topic: Instructional design and delivery
Grade level: 6-12
Subject area: Language arts, ESL
ISTE Standards: For Students:
Creative Communicator
  • Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
For Educators:
Designer
  • Explore and apply instructional design principles to create innovative digital learning environments that engage and support learning.
Analyst
  • Provide alternative ways for students to demonstrate competency and reflect on their learning using technology.
Additional detail: Student presentation
Related exhibitors: Screencast-O-Matic , Learning A-Z , Reading Plus , Read Naturally , Texthelp, Inc. , Google, Inc. , Curriculum Associates , Deeper Learning Hub, Share Your Learning Campaign , Soundtrap

Proposal summary

Purpose & objective

Screencasting is more than a tool for flipping learning; it also has a place in the classroom where students can plan, practice, record, analyze, and publish. Through this engaging process where students take ownership of their learning, fluency strategies can be used to help adolescents improve their silent reading comprehension. People of all ages love when a skilled reader reads to them aloud because skilled readers make meaning out of the text through prosody. As recent research has attested, fluency instruction has a place in adolescent reading instruction because it can have an impact on silent reading comprehension.

The key to making fluency instruction meaningful for adolescents is to make it engaging for the students while supporting their digital literacy skills. Transforming repeated reading, paired reading, and reader’s theatre activities through screencasting not only reinforces the skills related to practice, rehearsing, and recording, but it is truly engaging and a powerful branch of student-voice where students can publish their recordings in an authentic digital setting. Teachers can track student progress and achievement by monitoring growth and achievement using the Texthelp’s Fluency Tutor application and extension. Additionally, they can use this tool to decide on and implement additional scaffolding and instructional strategies used during the screencasting activities.

Attendees will leave this presentation with effective fluency instructional strategies that they can use with screencasting platforms. From Poetry slams, modeled fluent reading, and paired reading of a text, the strategies used and demonstrated in this project can be tied to a variety of units of study and content areas. Data, anecdotes, artifacts, self-assessment reflections, and screencasts will be shared with participants that will show that struggling adolescent readers and English Language Learners benefit from engaging fluency instruction with research-based strategies via Screencasting. The two digital platforms that will be of focus are Screencastify and Texthelp's Fluency Tutor

Supporting research

Jozwik, Sara L., and Karen H. Douglas. "Effects of a Technology-Assisted Reading Comprehension Intervention for English Learners with Learning Disabilities." Reading Horizons 56.2 (2017): 4.

Kumi–Yeboah, Alex, James Dogbey, and Guangji Yuan. "Exploring Factors That Promote Online Learning Experiences and Academic Self-Concept of Minority High School Students." Journal of Research on Technology in Education 50.1 (2018): 1-17.

LaBerge, David, and S. Jay Samuels. "Toward a theory of automatic information processing in reading." Cognitive psychology 6.2 (1974): 293-323.

Paige, David D., Timothy V. Rasinski, and Theresa Magpuri‐Lavell. "Is fluent, expressive reading important for high school readers?." Journal of Adolescent & Adult Literacy 56.1 (2012): 67-76.

Rasinski, Timothy V., and Melissa Cheeseman Smith. The Megabook of Fluency. Scholastic, 2018.

Rasinski, Timothy V., et al. "Reading fluency and college readiness." Journal of Adolescent & Adult Literacy 60.4 (2017): 453-460.

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Presenters

Heather Esposito, Cherry Hill High School West

Heather Esposito has been teaching English in inclusive high school English classes for 19 years. She is a certified reading specialist, English teacher, technology mentor, Google Certified Educator, and Russ Quaglia Student Voice Aspirations PLC Coordinator in the Cherry Hill New Jersey School District. She conducts workshops on Screencasting for Blended Learning, Google Apps for Education, and Digital Content Area Literacy.

Nefertiti Dukes, Screencastify

Nefertiti is the Head of Educational Innovation at Screencastify. She leads efforts to educate teachers on some of the most innovative ways to use the extension. Prior to joining the Screencastify squad, Nef taught ELA to middle and high school students. So, she's particularly interested in how EdTech can help improve literacy.

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