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ELR Software Pty Ltd | ||
eLr - What's New 2005 | |||
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Other years | ||
This month there are 72 new tasks in Semantics - Associations - Synonyms. Two models have been used - "List matching" and "ClueWords". Each set of words is presented in both models. This provides the opportunity to practice the words sets in different ways and at different levels of difficulty.
The "List matching" model displays two lists of words. The client clicks on a word on the left side of the screen, and then selects a word on the right which has a similar meaning. Reinforcement for correct choice is given by both words being highlighted red, and the two matching words are displayed below the list. This activity may be extended in a number of ways. The client can be encouraged to put the words into sentences, and the subtle differences in meaning can then be discussed. The list may be printed and the activity repeated as a paper based task.
The "ClueWords" model has 2 levels. The first level is the easiest. A set of words is displayed on the screen. The client clicks the "Go" button and is presented with a "clue" word. The task requires the client to select the word which most closely matches the clue word. The second level is the Keyboard mode (select "Keyboard" at the top of the screen). In this mode, the client is presented with the clue word and is required to type in the matching word. Various levels of cues and hints are possible. The number of letters is displayed for all words. By selecting "Assist", the first, last or vowel letters can be provided. An addiontal way to provide support is to print the list of choices from the first level, where all the words are displayed on the screen. The client is then able to refer to the group of words if they are having trouble recalling the words. This model provides a way to first of all prime the client for the target words, and then strengthens the ability to recall words that have previously been worked on. It also allows the client to practice spelling skills.
We'd had feedback over the last few months that more material at the higher language level would be useful, and the new materials this month are generally for this purpose. Within the Semantics section, the vocabulary items have been classified as "Common" (easiest level), "Specific" and "Higher" level. The tasks for this month are all within the "Specific" and "Higher" level. Some clients require activities where there are minimal distractions, so the tasks are arranged in level of difficulty from a field of 4, 6 or 8. This means that the client can choose to do tasks where there are only 4 words, and then progress to 6 and then 8 words in a set. There are no duplications of synonyms, which means that there are now 216 different synonym pairs. These activities would be useful for clients who have had a stroke, an acquired brain injury, or who have a developmental learning and literacy impairment.
A total of 32 new tasks have been added this month.
Twenty-four tasks have been added to "Sentence Processing - Single Clause Active Sentences - Using Descriptive Phrases - Future Tense". These tasks are word based, and use two models - "Typing with words", and "Typing with phrases". Over the past few months we have been adding activities to each of the subsections in the "Sentence Processing" section.
These materials are designed to strengthen the ability to:
- - understand sentences which increase in length
- - use sentences flexibly
- - solve language based problems
- - understand how changing the word order of a sentence affects meaning
Within each section a number of features are controlled for:
- - verb tense - there are activities for present, past and future tense passive sentences
- - verb complexity - there are activities which involve either "easily visualized" or "less easily visualized". The verbs in the "easily visualized" section are those that are concrete in nature and are used more frequently (eg run, chop, swim, drink), while those in the "less easily visualized" are more abstract and less frequent (eg plan, cure, expect, receive).
- - length of sentence - sentences range from "subject - verb", to "subject - verb - object", "subject - verb - indirect object - object", and sentences with 1, 2 or more than 2 descriptive phrases.
These tasks may be useful for clients who have language and learning disabilities, and also for those who have acquired language disorders following stroke or head injury. The client is able to initially complete a set of sentences using the "Typing with phrases" model, and then complete the same set of sentences using the "Typing with words" model. This helps the client see the structure of the sentence first, and then be encouraged to rearrange the words in as many different ways as possible to see how the meaning can be changed.
Eight tasks have also been added to "Semantics - Categories - Word Generation - High level". These tasks use the "Fortune Cookies" model. This model displays 9 large buttons on the screen. The client clicks one of the buttons and is then encouraged to verbally respond to the prompt. This section is designed to encourage the ability to generate words within a given category. The high level tasks in this month's edition use words that are abstract and less frequently used. For example, the client may be asked to name as many things as possible that are "miniature", "precious", "scalding", "desiccated", "imminent" etc. These activities are excellent for improving vocabulary and the ability to detect connections between words and ideas. There are many ways to extend these tasks. For example, the client may be encouraged to:
We hope these new tasks are useful within your therapy sessions. Please feel free to email or phone with comments and suggestions.
Minor revisions have been made to restore eLr Directory function for Win98/MSIE 5.0 users and to fix the display of model 1035 tasks seen when copying a "Goalsheet" to the clipboard. Sorry for any inconvenience caused by these "bugs".
This month we've continued development on the Session Planner/Program Goals Editor, added a keyboard mechanism to the "ClueWords" model, and added a number of new tasks in the "Sentence Processing" section.
This process now allows production for "Program Goals - Registered users". It's now possible to select a target category (and/or just eLr task numbers) from within the eLr Directory, and they will be automatically added to the Session Planner. Corresponding enhancements in the Program Goals Editor allow you to select whether you wish to produce a "Program Goals sheet" for either "Guest Users" ie those that are not eLr subscribers, or for "Registered Users", such as schools which are existing eLr subscribers. In this case the "Goals sheet" is more a recommendation of what areas of the eLr Directory they should work from, rather than a list of task numbers.
This has been a big project, and not all that easy to describe! We'll have more in future Newsletters about the whole process of providing "Program Goals sheets" for your clients, and using the Session Planner/Program Goals Editor. For the moment we'd suggest you try them and let us know how these new functions suit your needs, and any refinements you'd like to see. We've had some feedback already that the "print/copy to clipboard" processes are not working on all computers, so any feedback (good or bad) will be very welcome.
We have made quite an exciting change to the "ClueWords" model. To date this model was essentially a task in which the clients reads a clue and selects the appropriate matching word or phrase. So it was more of a reading task. The extension now allows clients to practice spelling of the target words, as well as reading. The client can choose to switch to the new "keyboard" mode, perhaps after the standard "selection" activity has been completed. An on screen keyboard is presented, and by clicking "Go" a written clue is presented (eg "A male child"), as well as the number of letters in the word (in this case, 3 letters for "boy"). The client then clicks the letters (or uses the computer keyboard) to complete the word. Correct responses are highlighted with red, and a score is provided for each word and for the total. Further assistance may be provided by selecting "assist", where you can select to be given the first or last letter, or the vowels.
This addition was stimulated by a clinician who contacted us recently requesting materials at a higher level which used the keyboard. The "ClueWords" model is currently used in about 350 tasks across many sections such as "Reading and Spelling - Homophones", so this extension which provides for spelling practice is now an excellent way to consolidate skills in an area which is usually a difficult one for many clients with language and literacy problems.
48 new tasks have been added to "Sentence Processing - Single Clause Active Sentences - Using Descriptive Phrases". We are continuing to add material to this section, and the new tasks are word-based activities, using the "Typing with words" and "Typing with phrases" models. These tasks provide material to strengthen the ability to use sentences flexibly. The models present words or phrases which can be rearranged to make a sentence. The level of difficulty may be modified to suit the client's skill - eg by clicking the "prompt" on, the client can read the sentence first, and complete the task by matching the words. To increase the level of difficulty, the prompt sentence may be read and then removed so that the words/phrases are rearranged without seeing the prompt sentence. The most difficult level is achieved by allowing the client to problem solve the task by rearranging the words/phrases without reference to the prompt sentence. Clients with developmental language impairment, as well as clients with acquired disorders such as aphasia will benefit from these tasks.
The word-based tasks in this section are arranged in groupings of past/present/future tense and have been controlled according to the following features:
Complexity of verbComplexity of sentence - sentences contain one, two, or more than two phrases. In some tasks, the phrases either describe the subject or the object.
- - "easily visualized" are verbs that are frequent and related to activities that can be pictured
- - "less easily visualized" are verbs that are more abstract
- - infinitive verbs - sentences with infinitive verbs are included, as these have been found to be more difficult to process
This month we've continued development on the Session Planner/Program Goals Editor, added a keyboard mechanism to the "ClueWords" model, and added a number of new tasks in the "Sentence Processing" section.
This process now allows production for "Program Goals - Registered users". It's now possible to select a target category (and/or just eLr task numbers) from within the eLr Directory, and they will be automatically added to the Session Planner. Corresponding enhancements in the Program Goals Editor allow you to select whether you wish to produce a "Program Goals sheet" for either "Guest Users" ie those that are not eLr subscribers, or for "Registered Users", such as schools which are existing eLr subscribers. In this case the "Goals sheet" is more a recommendation of what areas of the eLr Directory they should work from, rather than a list of task numbers.
This has been a big project, and not all that easy to describe! We'll have more in future Newsletters about the whole process of providing "Program Goals sheets" for your clients, and using the Session Planner/Program Goals Editor. For the moment we'd suggest you try them and let us know how these new functions suit your needs, and any refinements you'd like to see. We've had some feedback already that the "print/copy to clipboard" processes are not working on all computers, so any feedback (good or bad) will be very welcome.
We have made quite an exciting change to the "ClueWords" model. To date this model was essentially a task in which the clients reads a clue and selects the appropriate matching word or phrase. So it was more of a reading task. The extension now allows clients to practice spelling of the target words, as well as reading. The client can choose to switch to the new "keyboard" mode, perhaps after the standard "selection" activity has been completed. An on screen keyboard is presented, and by clicking "Go" a written clue is presented (eg "A male child"), as well as the number of letters in the word (in this case, 3 letters for "boy"). The client then clicks the letters (or uses the computer keyboard) to complete the word. Correct responses are highlighted with red, and a score is provided for each word and for the total. Further assistance may be provided by selecting "assist", where you can select to be given the first or last letter, or the vowels.
This addition was stimulated by a clinician who contacted us recently requesting materials at a higher level which used the keyboard. The "ClueWords" model is currently used in about 350 tasks across many sections such as "Reading and Spelling - Homophones", so this extension which provides for spelling practice is now an excellent way to consolidate skills in an area which is usually a difficult one for many clients with language and literacy problems.
48 new tasks have been added to "Sentence Processing - Single Clause Active Sentences - Using Descriptive Phrases". We are continuing to add material to this section, and the new tasks are word-based activities, using the "Typing with words" and "Typing with phrases" models. These tasks provide material to strengthen the ability to use sentences flexibly. The models present words or phrases which can be rearranged to make a sentence. The level of difficulty may be modified to suit the client's skill - eg by clicking the "prompt" on, the client can read the sentence first, and complete the task by matching the words. To increase the level of difficulty, the prompt sentence may be read and then removed so that the words/phrases are rearranged without seeing the prompt sentence. The most difficult level is achieved by allowing the client to problem solve the task by rearranging the words/phrases without reference to the prompt sentence. Clients with developmental language impairment, as well as clients with acquired disorders such as aphasia will benefit from these tasks.
The word-based tasks in this section are arranged in groupings of past/present/future tense and have been controlled according to the following features:
Complexity of verbComplexity of sentence - sentences contain one, two, or more than two phrases. In some tasks, the phrases either describe the subject or the object.
- - "easily visualized" are verbs that are frequent and related to activities that can be pictured
- - "less easily visualized" are verbs that are more abstract
- - infinitive verbs - sentences with infinitive verbs are included, as these have been found to be more difficult to process
This month brings new functions and changes which are a little bit more extensive than our usual "new and changed tasks", and we apologize fro the delay in finalizing this edition.
The "eLr Loader" (the page that contains the eLr Directory) now looks quite different. Previously, when you logged in as a "Registered user" and were taken to this page you could see the Directory, Quick Loader etc placed down a longish, scrolling page. This month we have added a new function to this page called "Session Planner" (described below) which made the page even longer. So to make it more accessible it has been divided into sections, each having a button to "show" or "hide" them. This means you are able to see where everything is on the page, and can more easily go from one section to another. For example, if you are working in the Directory, and want to go to Session Planner, you can "hide" the whole Directory with one click and "show" the Session Planner section (by clicking the [Show/Hide section] buttons) . When you go back to the Directory, it will be as you left it.
Two new functions have been added to allow "Registered users" to more efficiently provide home or school practice activities for your clients. These new mechanisms eliminate the need to physically write the eLr numbers and so on. Previously, providing such a "Program Goals sheet" required you to use a blank "Program Goals" form (located in the Support area) and write down the client details and specific goals with appropriate task numbers. At any of these steps, errors could occur and it took quite a bit of time. I have wished that I could perform this function quicker and easily reuse some of the comments and suggestions I'd written for previous clients. These new functions fulfill many of these wishes ... and more.
You are now able to go into the Directory, select any tasks that are suitable for a particular client, type in any comments or special instructions, and immediately print a fully detailed Program Goals sheet. To explain and understand the mechanism it may be thought of as a three stage process -
Click on the new "checkbox" to the left of the task name(s) to have that task automatically added/removed from a list placed in the Session Planner. This selection can actually be done within a clinical session at the same time as you are opening eLr tasks for immediate use, or at any time you have the Directory open.
This tool appears much like other eLr tasks - in its own small window. Maximise the window and the Program Goals Editor is available for use.
The Session Planner may also be used as the name suggests, ie you pre-select a range of tasks and they are set to go for a particular session - just click on a task name to load it. Or you can load up to 5 of them at once using "Load" button. "Clear" will clear all the tasks, so that you can prepare for another client.
When you first explore this new function look for the "Steps 1 to 3" instructions on the screen. It's also good to be aware that fields "Name" (ie client name) and "Goal" must have information in them for a sheet to print properly.
Enter a client "Name" - other fields may left blank. If you wish, your User ID will automatically be included, but if for some reason, you need to put in a different User ID, you may edit this field. This happens sometimes when you may be at a school which has an eLr subscription, and you may want to use the school's User ID.
Click an "Unused" Goals tab, and type in the goal (eg "Producing /l/ at the beginning of words"). The "instructions" section allows you to put in any additional comments you might like to provide. I often find I need to suggest that certain models are done first, or I give suggestions about the way the task should be carried out. This is where you might be able to cut and paste previous comments that you have done. As a suggestion, you could keep some of the frequently used comments in a Word document, and cut and paste them into the field in the Program Goals Editor.
The task details, including the section it came from in the Directory are automatically included in task list for that particular goal.
Once you've entered the details you want, your "Program Goals sheet" may be printed, and/or "saved". A preview of the sheet as it will be printed is available at all times at the bottom of the Program Goals Editor screen. You will probably have to scroll down to see it all, and the whole "Preview" can be switched off if you wish with a control at the top of the screen. It's not actually necessary to preview before printing.
To print, click the "Print" button on the top left hand corner of the screen. A formatted copy of your Goals sheet with an eLr letterhead will be printed
To "save", click the "Clip" button, which is beside the Print button. This is not a regular "file save", but rather it places a generic version of the current sheet onto your computer's clipboard. You may then paste it to a Word Document or email for example - open the program you want and use Edit-Paste to paste it into a document . If you maintain electronic files, you may also find that a copy placed directly into your client files is a useful record of the program you have provided.
There is still more to come in this area - the current mechanisms only generate "Program Goals - Guest User" sheets ie for "Unregistered users" who will use the free Guest access. Next month we hope to have completed an extension to allow similar production for "Program Goals - Registered users". As usual feedback will be very welcome. Please let us know how these new functions suit your needs, and any refinements you'd like to see.
Thirty-five new tasks have been added to the Semantics-Categories section. The existing tasks in the Categories required the client to identify which items belong in certain categories. The new tasks are in a new subsection, called "Word Generation" which provides activities where the client is required to generate words within categories, so it focus on expressive language skills.
Within this new subsection there are three levels of difficulty - "common", "specific" and "higher level". The tasks in the "common" level focus on the main categories, eg foods, clothes etc. There are some game models for clients at a lower level, and also some models which are text based for clients at a higher level. "SpinPic" and "SpinWord" are games where the client clicks a spinner to get a number. They then click the "Chance" button which presents a picture or a text based prompt. After generating words within the given category they can move their marker around the game board. The "Fortune cookies" model is a text based task. Nine large buttons appear on the screen. When a button is clicked a prompt is revealed. The easier level tasks require the client to name items within broad and then more specific categories (eg "clothes", or "things that keep you warm"). The higher level tasks require the client to name items which can be described by two adjectives (eg "things that are shiny and hard").
We have recently received several suggestions for improvements and modifications to some of the models. Here are some of the changes that have been made -
Feel free to email us if you have comments about the changes, or about any other model / activity you feel could be improved.
Forty-eight new tasks have been added to "Sentence Processing - Single Clause Active Sentences - Using Descriptive Phrases". We are continuing to develop the Sentence Processing section. The new tasks are word based tasks using the Typing with words, and Typing with phrases models. These models are an excellent way to develop the client's ability to use sentences flexibly.
The Typing with phrases model involves rearranging whole phrases to make a sentence. This allows you to highlight the different types of phrases - those which describe features of items or those which describe "where" or "how" things are done (ie describe the verb). Rearranging the phrases in different ways can lead to discussions about how the meaning is affected by the position of the phrase in the sentence.
Typing with words provides practice at rearranging each word to make a sentence. For some clients it may be useful to rearrange the phrases first (using Typing with phrases), and then do the matching task using the corresponding Typing with words task. It is also useful and a challenge to try to make as many different sentences as you can from the same set of words. As the sentences become longer, this is more feasible.
The tasks vary in lengthy and complexity, and the task name highlights the level of difficultly. For example, there are tasks where:
We will be continuing to develop the Sentence Processing Section over the next few months.
Development this month has centered on finalizing eLr-Guest, a new way of of providing home practice tasks for those clients who don't have easy web access to the free online "Guest" mechanism.
The eLr website has always offered "Registered User" access for subscribers, and a simple way of providing free "Guest" access for their clients. eLr-Offline, a CD based version of the website was developed to allow subscribers to run eLr from their own or other computers without needing any internet connection. eLr-Guest now extends this "non-internet" mechanism to your clients.
This new mechanism replaces our earlier concept of providing an "Affiliate" subscription. To clarify the differences between the different forms of eLr access, please see www.elr.com.au/support/elr_matrix.htm.
eLr-Guest is virtually identical to eLr-Offline. Same mini-CD, very similar appearance, installation and so on. The difference is that it only allows "Guest" access, and we (ELR Software) are not supplying it directly to end users. Subscribers will be able to purchase these CD's which have the same User ID and Expiry date as your current eLr-Offline. You could then lend (perhaps with a refundable deposit), give, or even sell (if you wish) your eLr-Guest CD to your clients (eg families, schools etc) to take home and install on their computer.
The eLr-Guest CD's cost $50 each (same price as additional eLr-Offline) and if more than 3 of either/both are purchased there is a sliding scale discount (see www.elr.com.au/offline/discount.htm). Six-monthly updates for your eLr-Guest CD's will be included with the usual eLr-Offline mailing. The new order form contains options to purchase these CD's, so new and renewing subscribers may include this in their order. Current subscribers should contact us if interested. There will be a pro-rata price reduction for the current year.
Twenty four new tasks have been added to the "Sentence Processing - Single Clause Active Sentences - Using Descriptive Phrases" section. The tasks use the Typing with words and Typing with phrases models. Sentence Processing currently contains material which focuses on short sentences (single clause), and passive sentences. Within each subsection there are picture-based tasks, and word-based tasks. The new tasks for this month are word-based, and focus on strengthening the ability to understand and use descriptive phrases. In this subsection, there are already some picture-based activities using SceneTyper (a model where the client looks at a picture and rearranges words and phrases to make a sentence which matches the picture), and SceneSentence Matcher (where the client chooses the sentence which matches the picture). The new tasks provide practice at formulating sentences without picture support. The tasks increase in length and complexity,and the task name highlights whether the sentences contain 1, 2 or more than 2 descriptive phrases, and also whether the focus is on infinitive verbs.
The client may be encouraged to produce a short sentence first, and then expand the sentence to contain descriptive phrases. The ability to use language flexibly is strengthened by having the client produce as many sentences from the same set of words. Discussion of how the meaning changes with changed word order improves the client's ability to comprehend word and sentence meanings and provides a good oral language activity.
SmileyMan is a model which is used extensively in Reading and Spelling. It is based on the familiar "Hang man" game, but in the SmileyMan version, no one "gets hanged", and it provides positive reinforcement for getting the answer. General feedback about the model is that most children enjoy the game, and it encourages recall of spelling patterns. The aim of the game is to guess the word. Previously the client would click the on screen letters until the word was correctly displayed on the screen. The improvement is that now the client can also enter the letters using the actual keyboard. This will make the activity more flexible and use existing keyboard skills when spelling words.
The Activity Toolbox now contains a set of word puzzle generators which will complement classroom reading and spelling programs. These models work very well together to reinforce specific spelling lists or spelling patterns. These are WordSearch, LookThenCover, SmileyMan and MemoryWords. Last month, two of the models (WordSearch and LookThenCover) were modified so that the Registered Users could build a puzzle with their own word lists. This month we have added SmileyMan and MemoryWords, so that now all four models can be used to practice a specific set of words.
I (TS) have found it useful to use these word puzzles as a matching set. A WordSearch puzzle is used to provide initial practice with the words, and to prime the client. I then print that puzzle so that it is available while doing SmileyMan if the client is unable to think of options or needs a prompt. This reduces frustration, but still enables practice at recalling spelling and reinforcing spelling patterns. MemoryWords encourages further reading practice and LookThenCover can then be used for spelling practice.
The best way to use your own word lists (weekly spelling lists etc), is to maintain an external file of words (eg in a MS Word document), and use the cut and paste function to put them into the model. Alternatively, it may be a good activity for some clients to type in their own lists. As with all eLr models, each task has "Help" available. By clicking the "?" at the top right hand corner of the screen, information about using the model is provided.
This month 44 new tasks have been added to Phonemic Awareness. They all appear in the subsection - "Initial Consonants". In this section there are tasks which provide practice at naming initial sounds in words, identifying which two words start with the same sound, generating words which start with the same sound, and identifying which is the "odd one out". Over the past few months we have been adding a new set of tasks which aim to develop the understanding of sound letter relationships. They appear in the subsections called "Sound/letter matching", and the model is called PicTextMatch. This model displays a picture on the screen with 2, 3 or 4 letters underneath (depending on task difficulty). The client is encouraged to name the first sound, then select the letter which represents that sound. Correct responses are highlighted red. This is a fairly big subsection as it includes tasks which range from very easy to quite difficult. The hierarchy of difficultly is as follows:
- tasks with a choice of two letters that are constant, ie within the task each item presents the same choice of letters. At the easiest level, the two sounds and letters have a high contrast. This means that the sounds look and sound quite different (using different parts of the mouth, eg /p/ and /v/), and the letters are visually different.
- tasks where each item presents a different set of sounds/ letters. This means the client has to make new judgements on each item.
- tasks where there is a choice of 3, and then 4 letters.
- tasks where the choice is between sounds/ letters which are similar (eg /p/ /b/). This means the client has to make a choice between sounds that look and feel similar, and where the letters look alike.
- within the higher level, there level of difficulty progresses as above, ie first of all the task presents a constant choice, then an assorted choice, then a choice between 3 or 4 letters.
The tasks are arranged according to the type of sound, ie whether the sound is a "short" or "long" sound. Examples of short sounds are /p, t, k/, and long sounds are /m, sh, f, s, z/. The long sounds are usually easier for clients to "hear", because the sound lasts longer, so tasks with long sounds appear at the top of the list. There are also tasks that contain an assortment of long and short sounds.
The LookThenCover model has had a face lift. This model provides practice at spelling and writing words, and appears in most of the sections in Reading and Spelling. A word appear on the screen. The client then clicks a button which "covers" the word. S/he is then encouraged to say the word, write the word, then click the "Uncover" button to check the spelling. We recently had a request that it would be good the client was able to type the word directly, instead of, or as well as writing the word. It was felt that for some students it may decrease distractions if they were able to complete the task by typing the letters onto the screen. This stimulated a review of the model.
The "new improved" model now enables this function. As before a word appears on the screen, and the "Cover/Uncover" button enables the word to be hidden. The difference is that now, when the the "Cover" button is clicked to hide the word, an alphabet keyboard appears on the screen and the client clicks the letters to type the word. The letter buttons are arranged in alphabetical order, reinforcing alphabet knowledge. The client may also type the word using the standard keyboard. If the response is correct, the word is automatically uncovered, and highlighted red, so providing immediate reinforcement. This keyboarding function is optional, and may be turned off in the task by "unselecting" the keyboard checkbox control.
A specialised version of the "new improved" LookThenCover model has also been added to the Activity Toolbox, in the "Game Generators" subsection. The Activity Toolbox is an area which contains tasks that allow for individualised production of materials and activities. The specialised version of the LookThenCover model allows the registered user to put in their own sets of words. This means that the weekly spelling lists may be added, or if there are themes being used for language development, these may also be put into this model. The best way to do this is to maintain your own external list of words (eg in a MS Word document), and use the cut and paste function to put them into the model. Alternatively, it may be a good activity for some clients to type in their own lists.
A couple of months ago, we added a similar, specialised version of the WordSearch model which also allowed registered users to put in their own lists of words. In the next couple of months, we will be adding corresponding versions of SmileyMan and MemoryWords to the Activity Toolbox. These models all work very well together to strengthen reading and spelling skills.
This month we have opened up a new subsection, introduced a new model and added a total of 57 new tasks. The new subsection is called "Differences", and it appears in Using Language. The Using Language category is also fairly new and has the aim of providing materials to encourage use of specific language. This category now includes "Sequences", and the new section "Differences", which will have a couple of subsections. The first subsection (which appears this month) is called "What is Wrong?" There are 13 new tasks which provide clients with interactive pictures where up to 6 things are wrong. The client is encouraged to find/fix the error, and to explain why it is wrong, and how/why it should be fixed.
The new model has been developed for this subsection, called "PictureFixer". There are ways to modify the task for each client, but the default setting is that a picture appears on the screen with one thing wrong at a time. Clicking the error (or the wrong thing) fixes it so that the picture is then correct. There are up to 6 errors for each picture - clicking the forward arrow brings up the next error. The task can be modified in a couple of ways: it can be made more difficult (or more fun), by selecting the number of errors that you want to appear at one time (eg by selecting "2", there will be two errors in the picture). The combination of errors is random, so each time the task is loaded, the client will be presented with errors in a random order. If the client is having difficulty detecting errors, "assist" mode can be selected. In this mode the error can be highlighted, and the client can then name the error and click the highlighted area to correct.
Forty-four tasks have also been added to "Reading and Spelling-Three Letter Words". Nineteen tasks have used the MultiButton letters model. The focus of these tasks is to provide practice in decoding (reading) three letter words where either the final or middle letter changes. These tasks will be especially useful for students who need practice taking notice of the ends of words, or the vowel sounds.
Twenty-five tasks have used the LookThenCover model. This model is currently used in the Demon Words section of Reading and Spelling. It enables the client to look at a word, say it, cover it up, write it, and then check that they have written it correctly. We received feedback that it would be good to have this type of activity in the earlier sections, such as Three Letter Words.
Twenty new tasks have been added to "Using Language - Sequencing - Seriation". The tasks use the model called "Image Sequencer" which presents 2 - 8 pictures on the screen. The aim of the task is to rearrange the pictures so they appear in the correct order. The sequence may be changed by swapping the position of any two pictures. Click an image to select it (the border will show and the background turns yellow), A second click on any other image swaps the two. Task difficulty may be modified by changing the number of pictures in the sequence (ie from 2 to 8 pictures). The sets of sequences may also be printed (on cardboard or laminated paper), to provide an off screen activity with sets of sequence cards.
The Using Language section is in the early stages of development. It will contain activities which encourage use of specific vocabulary to explain and describe functional tasks such as sequences, what's different, what's wrong etc. We have received a lot of positive feedback about the sequence tasks in this section, and also requests for different types of sequences, like seriation. The seriation tasks are designed to be uncluttered images which encourage the client to understand sequences that are more concrete, are not based on abstract concepts, and do not require knowledge of cause and effect and daily events. The perspective and size are consistent between each image. They may be useful to teach the concept of order and sequence, and first/ last. They may also be used to practice naming of "parts of" items, and describing how each part is used.
The focus for this month has been Phonemic Awareness - Initial Consonants. We have revised 10 tasks and added 31 new tasks in a new subsection called "Sound Letter Matching". These additions and changes are similar to those we completed for Final Consonants a couple of months ago.
The "Initial Consonants" and the "Final Consonants" sections in Phonemic Awareness provide material to strengthen the client's ability to process initial and final sounds in words, ie to name the sound, to detect which words start or end with the same sound, to identify which word starts or ends with a different sound ("Odd-One-Out"), and to generate a list of words that start or end with the same sound.
These new tasks use a model (PicTextMatch), which strengthens the client's knowledge of the relationship between sound and letter. The client names the picture, identifies the initial or final sound, and then selects the letter/s which represent the sounds. The tasks are graded in difficulty in the following ways:
This month, the tasks with long sounds have been completed. Next month tasks with short sounds will be added to this section.
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