Evaluations

Other Formats

Teaching with this Title

The school was involved in the NCTE’s Laptops Initiative (an initiative aimed at identifying how laptops can best be used to support students with dyslexia or other reading and writing difficulties in a manner that facilitates learning, and access to learning, in an inclusive environment.)

The software was used on the laptops in the following manner:
• As part of our shared reading project.
• To encourage the weaker or reluctant reader.
• To introduce the use of laptops in main stream classes.
• To give all students a chance to use laptops/ computers/ software to increase their knowledge and experience of technology.

The Start to Finish books are ideal for all types of learners. They are easy to use. Each chapter is long enough to be interesting and short enough not to lose the weak or reluctant reader/learner.

The comprehension questions at the end of each chapter are a challenge. They are also encouraging, as the student must read the chapter to know the answers. The student must do the comprehension questions before he/she moves on. I like this because the teacher does not have to stand over the weak/reluctant student to keep a check. The student is an independent reader.  I also use it to encourage/teach picking out main characters, characteristics, summarising, prediction, vocabulary, cloze exercises, and ideas for essays, reports and letter writing. The sound can also be turned off so the good reader can read it all by him or herself. The words can still be highlighted but the students have to read it by themselves.

There are lots of back up exercises in the teachers’ files to consolidate the story and the comprehension of it. I like the fact all students are equally participating in this project. All students are working at their own rate, individually and yet as part of a group.

They do not have to be expert on using a laptop and yet they can gain enough experience to encourage further use of IT. There is enough use of the mouse, opening and closing a programme, switching on/off the laptop to encourage further use.

Teachers using this software do not need to be computer literate.  It is very straightforward, easy to follow and easy to use. I think it is an ideal piece of software to introduce students and teachers to using computers/laptops. All a teacher needs to know is the basic start up and shut down and how to open programmes.

This is definitely the easiest way to teach and encourage a student with a learning difficulty. I had one student with a general learning difficulty who enjoyed the CD version so much he also wanted to read the story again using the tape and book. His reaction to both, “ that was cool”.

In the learning support and resource classes we also use the software with individuals and in small groups. It is an ideal way of developing it into other English activities, for written work and for speech and language activities.

The amount of related activities depends on the level or learning needs of the student.  It is suitable for all learners. I find it a very practical way of working through the various aspects of the Junior Cert. English course.
• We also use it for an introduction to researching on the Internet, e.g. using the title Natural Disasters. The student can look up for further information.
• In History we use it to promote discussions, work on projects and group activities.
• For example, we did a project on Egypt. The students read Kings of the Nile and/or Kings Tut Tomb.

This project was a group effort between 3 teachers and was done during the students learning support time. The project included Artwork, their Internet research and some Geography work on maps. They then did a Power Point presentation of the project or a simple Word Document using colours etc. The students made plenty use of laptops, fonts, publisher etc.

We have been using the software in all first year classes since October for 1 class a week. All students get a chance to participate in all methods of reading.
We divide each class into 2 groups.
• For the first term one group uses the laptops & software, the second group read with third year that volunteered to participate in our peer-reading project. This group would be using books from our library. We change around after 6 weeks.
• For term 2 and 3 we use the laptops and the tape recorders. Again one group uses the laptops and the second group use the tape recorders and stories on tape. This time the second group would be using the start to finish books on tape and the books themselves plus other penguin books on tape. We change around after 6 weeks.

The students are assigned a laptop and must use that laptop on each occasion. This is important, as the progress charts are stored on the hard drive. This also helps organisation at the beginning of each class. One student is in charge of distributing the laptop, another student the software and a third student distributes headphones.

Each class has a folder, which records the number of each student’s laptop plus the title of the story. We also record the page or chapter the student finishes on each day. This may be unnecessary as the student’s progress is stored on the hard drive, but in case of a laptop breaking down, freezing etc. we keep the paper record. Headphones are essential.

The students can hear their individual story without interruption and the teacher can move around helping, encouraging or fixing laptops.The students also fill up sheets on what happened so far in the story. They also name the author and the main characters.

The students enjoy each method of reading. The class is a 40-minute class, which with start up and finish up gives us 25/30 minute reading time. In general we find we have to tell them they must finish; they are reluctant to do so. They get completely engrossed, especially with the laptops and the tape recorders. They are very enthusiastic for this class; it is the one class you can guarantee they will be on time for!

A sample exemplar using this software.

Start to Finish Exemplar

d2951.PDF