The Computer Programs

Twenty software packages1 were identified as potential software to be utilized, from which two programs; the „Speaking for Myself‟ (FM) and „Sentence Master‟ (SM) was selected for this project (using the Selection Instructions (see chapter 8).

Speaking for Myself

The computer program „Speaking for Myself‟ (see figure 3.1) is an educational program manufactured by Topologika. The program is a multimedia-based program aimed at promoting early language, communication, reading and ICT skills. The target audience for this program are children aged 2-9 years old with special educational needs. The program combines the use of audio, video and animation paraphernalia. The

computer platform is the PC/Mac. The area of the curriculum it addresses is reading and communication. The skills required of the user to use this computer program are familiarity with the touch screen or mouse clicking skills.

The program utilises methods to teach language and reading skills. The program combines on-screen and printable resources. The features of the program include talking stories, flash cards of everyday words, nursery rhymes, and the sorting of matching numbers and shapes. The navigation of the computer screen is done by clicking buttons on the interface. No audio command/prompt is given in this computer program at appropriate times. No prompt or repetition is present in this computer program.

FIGURE 3.1 :EXAMPLE OF THE “SPEAKING FOR MYSELF” COMPUTER PROGRAM

Sentence Master

The Sentence Master program (see figure 3.2) was written by Blank (1996) and manufactured by Laureate LTD. It is a linguistic-based reading program that combines multimedia technology and printing resources. It

1 _{The programs were chosen by employing two measures; measure A (underling reading methods and} objectives), measure B (simple aesthetic and usability), (see chapter 5 and appendix C).

The computer program

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is targeted at pupils who experience problems with developing and mastering reading. The content of the program is 150 words in total, divided into several levels. The reading method advocated by the Sentence Master Program is based on the over learning of words (the repeated learning of words; 40 to 50 trials of each word) i.e. the word.

Sentence Master links the diagnosis of reading problems to the intervention, based on using this program. It aims to overcome reading deficits in poor readers in the area of naming syntax and comprehension. Sentence Master is based on the philosophy that poor readers or people who have difficulty in learning to read have these difficulties due to the methods used to teach reading; these methods, according to Blank (ibid.), are based on naming and labelling. Blank maintained that people with reading disabilities or poor readers find it difficult to learn to read using these methods, as they require the recall and recognition of too many words, which puts a great strain on them. Sentence Master is based on different principles, as it advocates the recognition/mastery of words through learning the words repetitively until they are known.

New words are taught in four categories (word introduction, word recognition, sequential recognition and spelling; spelling was omitted from this study). The first part typically begins with layers of words in which a man on a construction platform rubs out with a brush on each click/touch of the words taught. The navigation of this program is done on each screen by the user. The response time can be set from one to infinite. The word taught is super-imposed on a button which is highlighted (to give users an indication of the word they should select from the list of words displayed on the computer screen). Audio commands instruct the child to select the word being taught; for example “select bus” or „press a key to continue‟. Sentence Master provides vocal prompts, such as “this is a bus” and “press a key to continue”. Animation to reinforce the right response is included. The number of prompts given by the computer depends on the user clicking on the interface. The repetition ranges from 30-40 trials of the same word (see figures 3.2).

FIGURE 3.2: EXAMPLE OF THE “SENTENCE MASTER” INTERFACE

The child in this screen-shot is

expected to select the word „bus‟„

Typologies of the Computer Programs

The „Speaking for Myself‟ and „Sentence Master‟ computer programs belong to different typologies (see tables 3.1 and 3.2). The SM program is a learn-and-drill educational program. SM is a slow paced progressive program, where the user gradually progresses, from one level to the subsequent levels. The words are taught on varied levels where one level reinforces the word learnt at the previous level. The four levels are level 1: word introduction; level 2: word recognition; level 3: sequential recognition; and level 4: spelling.

The FM program is simply a multimedia-based educational program. It employs various tools to support learning to read and communication, including flash-cards, a video of a person signing and audio sounds and music. The four varied forms of reading include: single word activity, two and three word talking stories, nursery rhymes, and games.

TABLE 3.1: PROFILE OF THE COMPUTER PROGRAM FM

TABLE 3.2: PROFILE OF THE COMPUTER PROGRAM SM

Main features present Status/comment Main features present Number present

Type of program Multimedia Type of program learn-and-drill

Teaching approach Flash card whole word sight vocabulary.

Teaching approach Over-learning over- training

Animations limited Animations Present

Repetitions absent Repetitions present

Prompts absent Prompts present

Structure/ levels 4 activities Structure/ levels 4

Number trails absent Number trails 40-50

Types of words taught

Various Types of words

taught

Content words[1] & non-content words[2] Additional tools Flash card,

communication symbols, sign along videos

Additional tools