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Project D3-1: Literacy Software Tool
Phase one of this project was designed to examine the writing
requirements across grade levels and determine initial design
specifications for a literacy software tool. This project investigated
the literacy demands of first, third, fifth and seventh grade
general education classrooms. Seven school districts in the
states of New Hampshire, North Carolina, Texas, New York, Iowa,
and Illinois participated in the survey project. A total of
875 surveys were distributed to classroom teachers through district
representatives and 283 were returned (32% response rate). The
survey targeted type and quantity of student and teacher literacy
activities and literacy types (i.e., types of books or writing
genres). This information will be critical to the accurate development
of design specifications for the integrated literacy tool. The
primary goal is to determine initial design specifications for
a literacy tool that can support AAC users with severe physical
disabilities who are included in regular classrooms To date,
the following has been completed:
Research - We completed the survey and analysis of
literacy activities by grade level and conducted expert ratings
of activity quality. We reviewed the literature regarding writing
development, cognitive models, and exemplary instruction; and
examined existing software tools for software specifications,
interface layout, and writing processes addressed. We also conducted
a study of early conventional writers. Data collection is complete
and analysis will be complete in Spring 2002. The final data
is being linked to the software tool content.
Content & Design of Software Tools - We have completed
a full conceptual framework for leveled writing software tool(s)
based on cognitive models of the writing process, exemplary
instruction, core writing activities and writing goals, and
universal design. We have also completed an animated prototype
of levels A and B across the writing process: interface displays
and labels, content (pictures, word banks, self-regulation cues),
and actions and links. We have designed tool interfaces to provide
ease of access to individuals with severe physical disabilities
for both direct selection and scanning (number and size of items,
consistency of placement, ease of movement between processes,
reduce need for mouse operations). The Conceptual Theoretical
Instructional Levels (Cunningham, 2000) that serves as the leveled
framework underlying the tool (for kindergarten through late
6th grade) has been completed. The software tool embeds research
on writing development and instruction, addresses teachers'
purposes for instruction and core writing objectives for students
across grade levels, and supports teachers in providing a systematic
sequence of instruction that moves students to the next writing
level
Technology Transfer - We are engaged in final discussions
with Don Johnston, Inc. to license the writing software tool(s)
and establish a formal, long-term collaborative research and
development agreement
Project D3-2: Reading Comprehension Assessment
Battery
The purpose of this project was to develop and validate a
standardized reading assessment instrument. Phase one focused
on developing the final sentence verification subtest. Sentence
verification is a validated assessment technique that would
allow students with severe physical disabilities to answer multiple
levels of comprehension questions (e.g., details to inference)
through a more efficient and accurate yes/no response. Early
elementary trade books were used to develop test items. In completing
the Phase I study on sentence verification task (SVT), we collected
data from 75 general education elementary students in North
Carolina (2 school districts) to validate items in the sentence
verification subtest. All subtests of assessment battery are
nearly complete, and the adapted, alternative format of some
subtests are also complete. We developed and refined techniques
to examine reading comprehension in children with physical disabilities
through a computer-based presentation format.
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Project D3-1: Descriptive
statistics were conducted that show grade level means for the
116 literacy activity and reading/writing type survey questions.
The mean values obtained for each question are based on teacher
report and represent the number of times students engaged in
these activities each 180 day school year. Examination of mean
values confirmed predictions for grade level changes for literacy
activities and reading/writing types. Results revealed grade
level differences in types of activities, literature used, and
writing genres. For example, instruction targeting recognition
of high frequency words decreased in frequency across 1st, 3rd,
5th, and 7th grades (126, 61, 36, & 19 times per year, respectively).
Project D3-2: The project
phased off of the AAC-RERC in Fall 2001. UNC is currently seeking
federal funding to complete the computer-based assessment battery
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