Guidelines for Computer-Assisted Reading Instruction
Discussions concerning computer use in education have rapidly
passed through a number of phases. The first phase centered on the need for "computer
literacy," generally defined as computer awareness and computer programming.
At the height of the computer literacy debate, emphasis shifted to the role
of the computer as a tool, and as a method for teaching problem solving. Most
recently, attention among educators has turned to yet a third phase. This third
phase addresses issues related to computer applications in support of the curriculum.
Research studies (Reinking, 1988) indicate clearly that computer
instruction is effective for a wide variety of reading skill and concept areas.
The level of popularity of computer-based instruction in reading may vary,
but few will dispute the fact that computers have won a permanent place in
most classrooms. The most common concerns of educators now have to do with
the effectiveness of computer-based education, and with the appropriateness
of the many possible roles computers can play in language arts instruction.
The emphasis should not be on using computers to increase reading
and writing achievement, but rather on whether teachers use computers for meaningful
reading and writing instruction, or are locked into computer-based drill and
practice software. This digest will focus on how teachers can integrate computers
into reading/writing instruction.
The following guidelines may also be used as a checklist to help
teachers of the language arts match their use of computers with what is known
about the reading/writing process. We hope that the checklist will be used
in a context where students are given opportunities to work in all the various
computer modes: tool, tutor, and tutee.
GUIDELINES FOR COMPUTERS AND READING
1. Computer instruction in reading should focus on meaning
and stress reading comprehension. Learners should have the opportunities to:
- Work with whole, meaningful
texts. Programs that offer learners a chance to process large chunks of related
text, rather than bits and pieces of unrelated language fragments, allow
students to use and extend what they know about reading comprehension.
- Work with word-recognition
programs that stress the use of word meanings in conjunction with phonics
and structural analysis. Care must be taken to make sure that, when programs
feature the study of individual words and phrases, they are offered within
a contextual framework that help them make sense to the learner. Assessment
programs for teachers should also be provided in meaningful context.
- Apply the skills being
taught in some meaningful way. Programs that deny the learner an opportunity
to make use of what is being "taught" are merely assessment tools and do
little to further the learner's growth.
- Work with computer materials
that use content and language that are within the range of their conceptual
development. Tasks should be challenging but not frustrating. Student interests,
previous experiences, and purpose play a role in determining whether or not
a computer task is comprehensible and worthwhile.
2. Computer instruction in reading should foster active involvement
and stimulate thinking.
Learners should have opportunities to:
- Discuss the purpose of
the computer task or program as well as its nature. They should be aware
not only of what they are supposed to do but also of why doing it is important.
- Make decisions that control
or influence the computer task. Programs that build in opportunities for students
to make choices and test predictions help them learn to think and act on their
own rather than merely react to someone else's thinking.
- Monitor their own learning.
Tasks that offer students opportunities to self-check and correct their own
errors support the development of independent learners.
3. Computer instruction in reading should support and extend
students' knowledge of text structures.
Learners should have opportunities to:
- Encounter a wide variety
of text structures upon which to apply and refine their comprehension skill.
A variety of narrative and expository structures should be provided. Commercially
prepared, teacher-authored, and student-authored materials should also be
included. Reading instruction can take place through all kinds of computer-based
materials, not merely those designated specifically for that purpose.
- Experiment with text in
creative ways to suit their purposes. When students reorganize a story or an
informational piece on the computer, they are employing and strengthening what
they know about the structure of texts.
4. Computer instruction in reading should make use of content
from a wide range of subject areas.
Learners should have opportunities to use the computer:
- As a
means of applying reading strategies to all areas of the curriculum. Programs
related to science, social studies, and math require the use of strategies
for reading comprehension.
Unless students are being helped to use what they know about
reading comprehension under these circumstances, they are not progressing as
competent readers.
- In conjunction
with other modes of instruction. The computer should not operate as a separate
and isolated means of learning. Its use should be integrated with that of books
and other learning materials. Students need to think of the computer as one
additional means of sharing and retrieving information and practicing skills
in interesting and meaningful ways.
5. Computer instruction in reading should link reading and writing. Learners
should have opportunities to:
- Create text with the computer
for sharing and use by others. When students enter information into the computer
for someone else to retrieve and use, they must compose with the reader in
mind. This frequently involves making explicit use of what they know about
what makes a text comprehensible. Revision and proofreading strategies clearly
involve the combined application or reading and writing skills.
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