I:1.0,44:41.; DOCUMENT RESUME ED 318 198 EC 230 828 … · 2014-03-24 · software packages for special educators working on the specific skill ... combines keyboard instructionwith

DOCUMENT RESUME

-7. I:1.0,44:41.; 4 .81.:t xr.

ED 318 198 EC 230 828

AUTHOR Spenciner, Loraine J., Ed.; Cohen, Libby G., Ed.TITLE A Software Guide for the Special Educator.SPONS AGENCY Maine State Dept. of Educational and Cultural

Services, Augusta. Div. of Special EdLcation.PUB DATE 89

NOTE 138p.

PUB TYPE Reference Materials - Directories/Catalogs (132) --Book /Product Reviews (072)

EDRS PRICE MP01/PCO6 Plus Postage.DESCRIPTORS Computer Assisted Instruction; *Computer Software

Reviews; *Courseware; *Disabilities; ElementarySecondary Education; Interpersonal Competence;Keyboarding (Data Entry); Mathematics Instruction;Problem Solving; Questionnaires; Reading Instruction;*Special Education; State Surveys

ABSTRACTThis guide summarizes and evaluates 48 educational

software packages for special educators working on the specific skillareas of keyboarding, language arts, math, personal/social skills,problem solving, readiness, and reading. Each review is written by ateacher and covers strengths and weaknesses of the software,suggested activities for its use, publisher data, and an evaluationsummary rating the package on 18 factors. An appendix listscurriculum software packages preferred by over 350 Maine specialeducators, with an indication of the number of teachers using eachpackage. Includes 12 references. (PB)

***********************************************************************

Reproductions supplied by EDRS are the best that can be madefrom the original document.

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c-

AU.S. DEPARTMENT Of EDUCATION

Office of Educationsi Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

(3/4 his document has been reproduced ISreceived from the person or organizationoriginating it

0 Minor changes have been made to im Provo,reproduction quality

Points ol view or opinions stated in this docu-ment do not necessarily represent officialOE RI positron of z.olicy.

A SOFTWARE GUIDEFOR THE SPECIAL EDUCATOR

Edited by:

Loraine J. Spenciner, Ph.D.Department of Special Education

University of Maine at FarmingtonFarmington, Maine

Libby G. Cohen, Ed.D.College of Education

University of Southern MaireGorham, Maine

BEST COPY AVAILABLE()Ay

"PERMISSION TO REPRODUCE THIS

MATERIAL HAS BEEN G ANTED BY

TO THE EDUCATIONAL RESOURCES

INFORMATION CENTER (ERIC)."

Copyright @ 1989

This project was supported by a grant from the Maine Department ofEducational and Cultural Services. The editors gratefully acknowledgethe support of David Noble Stockford, Director of Special Education,Maine Department of Educational and Cultural Services (MDECS), forhis interest in this project; the assistance of Carolyn Beaulieu and SueDonovan; and the contribution of Diane Griffin for her assistance in thelayout of this Guide.

A SOFTWARE GUIDEFOR THE SPECIAL EDUCATOR

Loraine J. SpencinerLibby U. Cohen

Cr, :

We dedicate this Guide toHeather Citron

i-4.--4"--+-1443

We also dedicate this Guideto our colleagues and students who have contributed

so much time and effort to make this possible.

irha _4

A SOFTWARE GUIDE FOR THE SPECIAL EDUCATOREdited by L. Spenciner & L. ohen

TABLE OF CONTENTS

PREEACE vi

KEYBOARD = 1

Type to Learn 2

LANGUAGE ARTS 5

Micro-Lads 6Language Activities Courseware 8Spelling Speechware 11-12Wizard of Words 15-16Magic Spells 18

MATE( 21

Kindermath II 22Math Rabbit 25-26Stickybear Math 28Math Blaster 30Basic Math Facts 32Computation Skills 34Meteor Mission 36Piece of Cake 39-40Fish Scale 42Math Word Problems 44Early Learning Money Skills 46Money Matters 48Clock/Before & After 50Timekeeper 52Survival Math 54Managing Lifestyles 56

PERSONAL/SOCIAL SKILLS, 59

Keeping Safe 60Personal Information for Independence 62Communication Skills 64

A SOFTWARE GUIDE FOR THE SPECIAL EDUCATOREdited by L. Spenciner & L. Cohen

TABLE OF CONTENTS (continued)

PROBLEM SOLVING

Mount Murdoch

67

68Decisions-Decisions 70

73READINDSS

Motor Training Games 74Creature Chorus 76Mix 'N Match 78Early Learning I 80Juggles Rainbow 82Stickybear Opposites 84Following Jirections 86Dinosaurs 88

READING 91

Touch 'N Write 92Sound Ideas 95-96Word Pieces 98Word Ladders 100Hint & Hunt I 102-104Reading Comprehension 107-108Tim and The Cat and The Big Red Hat 110Survival Words 112Paint With Words 114

TOOLS 117

Target 118Timeline* 1.1 120Semantic Mapper 123-124Lucky's Magic Hat 126

Appendix A 131-133B 135-137C 139-147

V

...1111a.

T

PREFACE

The potential benefits of using computers to individualize instruction and to assist

learners in practicing specific skill areas have been described by many authors (Conners,

Caruso, & Detterman, 1986; Hanley, 1984; Hofmeister, 1982; Nolan & Ryba, 1984). A

number of educators (Bok, 1984; Kulik, 1983; Russell, 1986; Walker, 1983) have sum-

marized these advantages to include: more active learning; more independent learning;

ability to move as rapidly or as slowly through the materials as the learner wishes; and,

learning nearer the speed of thought. It should be noted that several of these advantages

are simply good principles for optimal learning (Brown & Perlmutter, 1971; Denny,

1966; Sidman, 1971; Snell, 1983). However, some software has certain advantages over

more traditional educational materials. These special capabilities include: branching of

the program to include a prompt or hint when an incorrect response it made; using still

graphics or animation, sound, or synthesized speech; and, record keeping of correct (or

incorrect) responses. Computers also have the capability of being patient tutors, allowing

students to make an error and correct it. Another important aspect, particanly for the

older student, is increasing skills in accessing information. By developing proficiency in

computer use, students build skills which may be essential in future job placements.

The purpose in writing this Software Guide was to focus on software programs that

may be particularly useful in working with students who are exceptional. Many of the

programs described in the following pages include a teacher, option within the program

itself. This option allows the educator to adjust parameters such as speed of response,

number of examples, and level of difficulty. In addition, some programs allow the

vi

teacher to enter specific words Gr examples, thus creating a customized program for a

particular lesson or skill area. The table of contents organizes the software according to

categories, alphabetically. Within each category the software is organized according to

aLJ level with software appropriate for younger children listed first.

Perhaps one of the most difficult tasks for the teacher is to develop ways of com-

bining the use of computers with other traditional materials already in use within the

classroom. Yet strategies which include methods and plans for integrating software

within the curriculum are critical for teachers if the capabilities of computer technology

are to be realized.

A number of educators in Maine have volunteered to share their ideas of how they

are using software in the classroom. We are grateful to them for their help. This Guide

contains their suggestions on ways of using specific software with students who are

exceptional. We hope that these suggestions will be helpful to you as you develop your

own ideas for using software within your curriculum!

We are also grateful to the support and encouragement of our families throughout

this project, Jay, Dave and Amy Spenciner and Les and Seth Cohen.

Loraine J. SpencinerLibby G. Cohen

vii

KEYBOARDING

1

0

f

'4,

-1)

(SUGGESTED ACTIVITIES:)

r - 5., t


TYPE TO LEARN: A New Approach To Keyboarding

The program is designed to teach properkeyboarding techniques as well as toimprove typing speed and accuracy. Itcombines keyboard instructionwith lan-guage arts in ,truction. The use of ani-mated activities increases student mo-tivation (e.g., animated hands teach cor-rect finger placement). The softwarehas four components: 1) Learn NewKeys which introducesstudents to homebase position and teachesnew keys twoat a time; 2) Games which provide anopportunity to reinforce previouslytaught keys; 3) Speed Up which uses alanguage-based format (e.g., words,parts of speech, capitalization, and,punctuation); and 4) Scratch Pad, a miniwordprocessor, which allows the stu-dent to practice.

(STRENGTHS:

The teacher can change options (i.e.content, pace, size of text) according toa student's needs. These modificationswould allow students with special needsas well as regular students to use theprogram successfully.

(WEAKNESSES:

Some of the support materials are soldseparately including (1) the student bookwhich may be used with the Scratch Padand (2) the teacher Grade Book Disk.

2

After reviewing this program, I woulddefinitely want to use this software withmy students (LD) in a team-taught lan-guage arts class (7th). I would keep dataon all our students' progress by usingindividual progress charts which addressthe specific areas of language arts skillson each student. Due to the fact that thelessons and activities ara relativelyshort, students would be able to use theprogram on a rotating basis. Because theprogram can save a student's work byname, the student could continue usingthe program on a following day. Hope-fully, all students would become familiarenough with keyboarding (accuracy andspeed) so creative writing assignments,utilizing the word processor, would be-come an appropriate and worthwhileexperience.

(PUBLISHER:

V. Papageorge

Sunburst Communications, Inc.

(ITEIEWERS:

Victoria PapageorgeMiddle School of the Kennebunks

Lori WilsonDayton Consolidated School

11

-Ir'

TYPE TO LEARN: A New Approach To Keyboarding

SA - Strongly AgreeA AgreeD - Disagree

SD - Strongly DisagreeNA - Not Applicable

SA A D SD NA

EVALUATION SUMMARY

Content is accurate.,I , Content has educational value,

.... { X0,1': .5.4. 'kl,K

6

';,Content is free of stereotypes.

Purpose of package is well-defined.vt.'".

.4 ,..,.. .

.

Content presentation is clear and logical.

Graphics/sound/color are used appropriately.,

14Z...Z ''<: ..(5, Use of software is motivational._. ,. Feedback is effectively employed. -,..........044 Learner controls rate and sequence.

...,

Instruction intectes with EricLiurnjai .

User support materials are compiOensive.

Teachers can use package easily.s

1,1

,ini

... k Computer capabilities are used appropriately.

Program is reliable in normal use.:', '.......'.

-A.,..,, t'. '.k

:%::

f

:. >: Compatible with other instructional materials.

Teacher is able to control program modifications.FAA Alternative input is permitted.

. k, ,: :'.%. - 4 0{ Alternative nu ut is permitted.

.... ,...,2?

;,:...m Program has adequate record-keeping capability,

EVALUATED BY: Victoria Papageorge & Lori Wilson

EDITED BY: L. Spenciner & L. Cohen

312

LANGUAGEARTS


The program provides training in basicsyntactic rules. The program is consis-tent with contemporary linguistic theoryand normal language development. Avariety of constructions are availableincluding: singular/plural nouns and verbagreement; prepositions, pronouns, verbforms, etc. The target construction is in-troduced by voice or text along with atarget picture representing that construc-tion. Then two or three pictures arepresented and the target must be selected.A correct choice receives voice or graphicreward while an incorrect choice bringsvisual cue and voice/text instruction andanother chance to find the target con-struction.

STRENGTHS:

The program includes colorful illustra-tions and lively animated characters.Teacher options in each lesson includevoice, text or both and each lesson ispresented at three levels of difficultywhich automatically change based oncorrect/incorrect responses. Thus, cor-rect responses result in succeeding pres-entations being displayed with fewer cues.

6

(WEAKNESSES:)

The quality of voice output is inadequatefor some students with forms of centralauditory processing disorders.

If the target picture is not selected cor-rectly on the second presentation, it isquickly followed by the next target pic-ture. This sudden switch with no correc-tion procedure may confuse some stu-dents.

LSUGGESTED ACTIVITIES)

A classroom teacher (language arts)could use statements/constructionscontained in the documentation appen-dix in the day's lesson and then assign in-dividual instruction to selected studentsas needed using this program. A com-plete record of the lesson can be printedout for the student's file.

D. Swander

(PUBLISHER:

Laureate Learning Systems, Inc.

(REVIEWER)

Donald SwanderRiverton Elemen.ary School

SA - Strongly AgreeA - AgreeD - Disagree


SA A D SD NA

EVALUATION SUMMARY

Content is accurate.

,$ Content has educational value.

Content is free of stereotypes.

mil Purpose of package is well-defined.

Content presentation is clear and logical.fir,:`: Graphics/sound/color are used appropriately.A, Use of software is motivational. .,

Feedback is effectively employed.,

Learner controls rate and sequence.

Instruction intel ates with rior learnin 1., , User support materials are comprehensive.

e.

r> t.,,.......

Teachers can use package easily.

Computer capabilities are used appropriately.

Programs are reliable in normal use.El','7,. Compatible with other instructional material.

Teacher able to control tro_ am modifications.' .. , Altemrtive in 1E212 permitted.

f:,,... :.., Alternative output is permitted.,4$ ;.'., : Program has adequate record-keeping capability.

EVALUATED BY: Donald Swander


7


JThey have many chances to win and learnat the same time.

LANGUAGE ACTIVITIES COURSEWARE

The software concentrates an grammarand study skills for grades 3-6. There arethree separate programs: (1) Kingdom ofCorrect Usage which deals with correctuse of frequently confused words(homophones, past tense verbs, pro-nouns, contractions, etc.); (2) Eight Atewhich deals with correct homophonespelling and usage and vocabulary de-velopment; and, (3) Adjective Databasewhich includes a thesaurus and a "tug-of-war" activity.

qTRENGTH-ST)

The software program is compatible withthe other instructional materials used bythe reviewer.

iTAKNESSES:)

None identified.

SUGGESTED ACTIVITIES)

This software program would be a help-ful addition to my language arts curricu-lum. I would use the first two programsfor reinforcement. My students tend tohave poor memory skills which make itdifficult for them to use rules that theyhave learned. The repetition and the "nolose" situation of these first two pro-grams is motivating and fun.

8

The third program, Adjective Database,would be an excellent tool in writing as-signments. My students' vocabulary islimited and they have difficulty creatinginteresting stories. Using the thesaurus,they could type in their words and thecomputer would display many synonymsfrom which to choose. This tool is mucheasier and less frustrating than using atraditional thesaurus. The teacher or ahighly skilled reader would need to beavailable to assist the students, ifneeded,with the reading.

The Tug-of-War activity would be toodifficult for my students. The frustrationlevel would be high due to the fast paceand the level of the words. I would notuse this part of the program.

J. Green

PUBLISHER)

Houghton-Mifflin Company

(REVIEWER:)

Jane GreenA. D. Gray School

LANGUAGE ACTIVITIES COURSEWARE

EVALUATION SUMMARYSA - Strongly AgreeA - AgreeD Disagree


SA A D SD NA

.,0 Content is accurate.s .....,:- Content has educational value.x , .


. . Purpose of package is well-defined.

Content presentation is clear and logical....,..::;: Graphics/sound/color are used appropriately.

Cr *.i., Use of software is motivational.

Feedback is effectively employed.<

. ',. Learner controls rate and sequence.

Instruction integrates with .rior learning.

User support materials are comprehensive.

,..: Teachers can use package easily.


Programs are reliable in normal uset:::1A d

Compatible with other instructional material.

Teacher able to control program modifications.alt?' Alternative input is permitted.

rairg§ Alternative output is permitted.liIMmINip116161111Program has adequate record-keeping capability.

EVALUATED BY: Jane Green


A SOFTWARE GUIDE FOR THE SPECIAL EDUCATOREdited by L Spenciner & L. Cohen

SPELLING SPEECHWARE

The purpose of this program is to guidestudents in following an effective proce-dure when studying spelling. This pro-gram would be especially helpful forstudents having difficulty with tradi-tional materials. Each word is presentedin context, in a sentence, both visuallyand auditorally. The program is self-paced and provides immediate feed-back. It allows for correction and addi-tional practice. The program provides asummary list of successful words.

The spelling program can be used withthe Houghton Mifflin Series or withwords from most popular spelling series.An Echo speech synthesizermust be usedso that students receive the benefit ofseeing and hearing the words. After pre-viewing the words, the student fills in theblanks in sentences while being told theword.

(STRENGTHS:

The combined auditory and visual pres-entation make this software particularlyattractive for students who are excep-tional. The program is self-paced andthere is no time limit. When an incorrectanswer is made, the correct spelling isreinforced and additional practice is pro-. vided. This program has the ability to

'MVP"generate a hard copy of word lists, bothtroublesome and known.

The teacher has control of the programand can select words to compile individu-alized spelling lists. The program con-tains varied types of praise. Mistakes arenot corrected until the student is given acouple of clues.

The teacher can set options and studentprogress is summarized. It also allowsfor teacher record keeping.

(WEAKNESSES)

Some words may not be on the dictionarydisk and thus not available for individual-ized spelling lists.

Although the words are presented insentences, the Echo only says the spellingwords.

@JGGESTED ACTIVMES)

Since our junior high students with learn-ing disabilities will be mainstreamed thisyear, I would probably use this program(the dictionary disk) to reteach words tostudents whose posttests show they needit. P. Dupill

A SOFTWARE GUIDE FOR THE SPECIAL EDUCATOREdited by L. Spenclner & L. Cohen

SPELLING SPEECHWARE (continued)

I would use the Spelling Speechware aspart of direct instruction. I would inputthe words I wanted to teach. These couldbe selected from a formal spelling pro-gram or from writing samples. Time topractice these words using visual andauditory channels would be given. Printedlists would then be generated.

Care needs to be given that the drill andpractice sessions are not too long.

Next, I would input them into anothersoftware program such as Wizard ofWords*, for additional practice in a gameformat. I think that by utilizing bothpieces of software students will remaininterested and motivated.

L. Wilson

I see this program as much more benefi-cial than a traditional workbook becauseit provides preview, auditory and visualcueing, as well as allowing an individual-ized list of words. I would use this pro-gram as a supplement to an organizedspelling program in grade 7 and as aninformal spelling program for the stu-dent's own writing in grade 8. Theoption of creating teacher-made spellinglists allows this software to be compatiblewith other instructional materials such asVocabuilt. V. Papageorge

12

@UBLISHER:)

Houghton Mifflin Company

(R-EVIEWERS:

Paula DupillRumford Jr/Sr High School

Jean OlignyPoland Community School



*This program is also reviewed inthis Guide.

SPELLING SPEECHWARE

EVALUATION SUMMARYSA - Strongly Agree

A - AgreeD - Disagree


SA A D SD NA

.,, Content is accurate.

TRIP4,A:: Content has educational value.:::::::::.sm,::;s5:,::::::,,is:::

a:::::::::::*::,::::::i Content is free of stereotypes.4 ,...,?.:i.:::,,,, 4 Purpose of package is


4 Graphics/sound/color are used appropriately.

...

Use of software is motivational.*. Feedback is effectively employed.

4,::,:::::::.--,

: Learner controls rate and sequence., Instruction integrates with prior learning.

:Ma User support materials are comprehensive.:;:,

Teachers can use package easily.g::*.::::.::::::::*%:::: Computer capabilities are used appropriately.

::::. - Programs are reliable in normal use,. v.;1::* q." ::,:k.{.4:4' Compatible with other instructional material.

reacher able to control program modifications.,%' Alternative input is permitted.

Ane.i::: Alternative output is permitted.

Program has adequate record-keeping capability.

EVALUATED BY: Paula Dupill, Jean Oligny, Lori Wilson & Victoria Papageorge


13


WIZARD OF WORDSI

The spelling software has a self-paced,motivational, game format with fivemenuselections. The word lists are compiledfrom a 38,000 word bank which includesthe most commonly used words for 7-13year olds. For two of the menu selections,Jester's Jumble and Castle Capers, it ispry> ;ible for the teacher to input a wordlist. The teacher or student can select thelevel of difficulty (1-8) at which the gamesare to be played. Feedback is immediateand positive in nature. Two mistakes areallowed before the correct answer is given.The correct answer is then typed in by theuser. This prevents students from becom-ing frustrated yet provides reinforcement.

STRENGTHS:

Directions are clear for the sl:_dent towork independently but the teacher mayneed to present and review instructionswith the student prior to initial use of theprogram because the disk needs to beturned over between menu selection andgames.

WEAKNESSES:

Level 1 of Cornerstone is likely to bedifficult for a seven year old. Becausethis game is based on words that arescrambled and need to be unscrambled,

14 the game may be very confusing for somestudents with special needs.

(SUGGESTED ACTIVITIES)

My purpose in using this software wouldbe to provide additional reinforcement. Itwould make spelling practice more man-ageable and motivating because of thegraphs and game format.

The ability to input words is invaluableasmany of my students are aware of theirown commonly misspelled words. Byallowing the student to create a personallist to add to the Wizard's list, the studentwill be able to practice those wordswhich plague their writing. The wordsadded to the list could, also come fromassigned writing. Both teacher and stu-dent could input the words together toassure accuracy.

This program has the potential of ad-dressing the individual spelling difficul-ties of. students. I see this program asbeing compatible with other writing pro-grams such as Writing Workshop (Atwell)and other areas of whole language wherethe student addresses spelling throughwriting.

V. Papageorge

15 2 1

A SOFTWARE GUIDE FOR THE SPECIAL EDUCATORgclited by L. Spenciner & L. Cohen

WIZARD OF WORDS (continued)

I feel that the program could be used in aregular classroom to allow regular andspecial students to work together. Sincethis program contains a "shell," each stu-dent or group of students could be givena data disk in which they would have ac-cess to their own words.

41411,1fti

PUBLISHER:

Advanced Ideas

REVIEWERS;

Leesa JoinerEdna Libby School

Joiner



16

WIZARD OF WORDS



SA A D SD NA

EVALUATION SUMMARY

, Content is accurate.

,, :::Content has educational value.

,:i:,,,, Content is free of stereotypes.

11111EAL-:-7

.,. .., .4

Pu ose of package is well-defined.Content presentation is clear and logical.

-;: i..d,1 cli?

Graphics/sound/color are used appropriately.

'''..., Use of software is motivational...:A. i: Feedback is effectively emplo ed.

!. :;.. Learner controls rate and sequence.,...; ..4...

Instruction integrAtes with prior learning.

**..,

User support materials are comprehensive.i Teachers can use package easily.

-0):.::;Computer capabilities are used appropriately.

3,..ir :,', Programs are reliable in normal use.

' .,:.410: Com . atihle with other instructional material.

e. ,IrromP:6, .4::,...?

4twfm4

Teacher able to control program modifications.

Alternative input is permitted..::

1e: Alternative output is permitted.


EVALUATED BY: Leesa Joiner, Lori Wilson and Victoria Papageorge

11 EDITED BY: L. Spenciner & L. Cohen

17

(WEAKNESSES:,

SUGGESTED ACTIVITIES:)

A SOFTWARE GUIDE FOR THE SPEESVcIgpeluicArrhoR

MAGIC SPELLS

Spelling practice is the primary objectiveof this program which includes twogames: Scramble and Flash. Each gamehas seven levels of difficulty. Each levelhas five lists from which the child canchoose. Immediate feedback is given inthe form of on-screen score keeping,sounds, and graphics.

(STRENGTHS:

The teacher may individualize the spell-ing lists.

The levels of difficulty as well as speedof the game can be controlled.

The graphics are appropriate.

The spelling words are in large print.

The program allows the student to reviewerrors made.

There is no record keeping on the disk-ette.

The words must be typed in slowly or theprogram will miss some letters.

The graphics are the same for the moredifficult as well as the easier lists.

Yes, I would use this program so thatstudents could work at their own pace.The program is good for practice and mystudents need this. I might also allowstudents who are at the same levels tocompete with each other.

P. Kenny

(PUBLISHER)

The Learning Company

(REVIEWER:

18

Priscilla KennyLafayette School

e) A

SA - Strongly AgreeA - AgreeI) - Disagree


SA A D SD NA

MAGIC SPELLS

EVALUATION SUMMARY

........Content is accurate.

c..

'W::Content has educational value.

VW NW A:5W.,%.....

::%::::*:4;:

,

Content is free of stereotypes.r.

'44.:Afg, Purpose of package is well-defined.*: .)..

Content presentation is clear and logical......

.. Graphics/sound/color are used appropriately.

.:.; 4 Use of software is motivational.A A)

.: A6 Feedback is effectively employed.:.:

Learner controls rate and sequence.I

Instruction integrates with prior learning.

User support materials are comprehensive.,..:0«.

':g Teachers can use package easily.

Computer capabilities are used appropriately.4:?A:s:::

:Programs are reliable in normal use

2A ' Corn atib'..t with other instructional material.

'reacher able to control program modifications.,::: Alternative input is permitted.

,, Alternative output is permitted.AWi::,:;1,:1;S:::;:5'

:


EVALUATED BY: Priscilla Kenny

EDITED BY L. Spenciner & L. Cohen

19

MATH


KINDERMATH II

Kindermath II is a readiness level pro-gram which teaches various conceptssuch as identifying pictures as the same ordifferent, counting sets of objects, andcomputing addition and subtraction factsless than ten. The program contains 13sequential disks including a Math SkillsAssessment disk developed from theKindermath I Math Curriculum. Soft-ware is arranged into 90 separate lessons.Each lesson has an introduction, teach-ing, and evaluation section. The theme ofthe software is a teddy bear. The majortopics are:

-identify same/different (objects/quantity);

-patterns and concepts (sequence,more/less, some/none, empty/full);

-identify sets (0-5);-identify/match quantity and

numerals (0-5);-identify shapes (circle, square,

triangle, rectangle);- identify sets (6-10);-identify/match quantity and

numerals (6-10);-signs and concepts (equal, unequal,

greater than, less than);-add/subtract numerals/sets (0-10).

(STRENGTHS:

The program consists of basic math con-cepts sequentially developed.Each lesson provides a printed copy.There are record-keying capabilities.

There is an evaluation disk included.

There is no reading involved.

Only minimal keyboard skills are neces-sary to use the program.

(WEAKNESSES:)

No modification is allowed.

The user cannot escape from a lessonuntil it has been completed successfullyor there has been no response.

r CSUdGESTED ACTIVIT1ESD

22

This program is compatible with mostprimary math curricula. Teachers havethe option of choosing which lessons toomit.

D. Albert

&BUSHER:

Houghton-Mifflin Company

(REVIEWERS)

Debra AlbertCrooked River Elementary School

Andrea GuppyStudentUniversity of Southern Maine

KINDER MATH II



SA A D SD NA

EVALUATION SUMMARY

::<::.

Content is accurate.:a oi..::.......... Content has educational value.

, > <'A<r. Content is free of stereotypes.

Purpose of package is well-defined..%

Content presentation is clear and logical..% Graphics/sound/color are used appropriately.

.:,,,4m,.,q Use of software is motivational.,s'.:

'.Y.,':.: Feedback is effectively employed.,


Instruction integrates with prior learning....:::....e.... ,..,4.,:r,

-:......::..f.y..:-.: User support materials are comprehensive.ge.-..::::;: :,

:-. % Teachers can use package easily.::. :5, Computer capabilities are used appropriately.

...

Program is reliable in normal use

. .. . : Compatible with other instructional material.:..7,:77--b, . ....,4.,..0i.:f.;,,,,.:....:0,....., Teacher able to control program modifications.

i'..X.CAR Alternative in ut is ermitted..111IMMIIMINNIN":"1.I.I.VV:$

1.;;,. '1 ...5,. Alternative output is permitted...........-., ..---

.


EVALUATED BY: Debra Albert


23


MATH RABBIT

Math Rabbit is an early mathematicsprogram which covers skills from one-to-one correspondence through two-digitsubtraction with regrouping. There arefour games from which to choose, eachfocusing on a different math skill. Withineach game there exists the option to selectone of four levels in order to vary the dif-ficulty and to "customize" each level ofeach game to meet the individual needs ofa particular student.

The first game, Clown's Counting Game,deals with counting. Next in the sequenceis the Tightrope Game, which covers basicaddition and subtraction facts. The rein-forcement/error system of this game isnot very rewarding or helpful, althoughpractice in using the number facts is pre-sented in a motivating manner for theplayer.

The Circus Train Game is the third game.In this game, the player adds or subtractsone digit from a two -digit numeral in-volving regrouping, selecting the correctanswer from a given set of four choices.The reinforcement/error handling is bet-ter than in the previous game, but noassistance is provided when an error ismade.

Lastly, the Mystery Matching Game re-quires adding and subtracting two-digit

numerals from two-digit numerals withno regrouping, and matching the answerobtained with answers provided by theprogram. This game is presented in a con-centration manner, thus requiring a fairlystrong visual memory.

(STRENGTHS)

The documentation contains a multitudeof supplementary worksheet activities andoff-line games which the teacher canincorporate into lessons along with theactual software. This portion of MathRabbit is comparable to standard work-books and sheets that are often used insome elementary classrooms.

@EAKNESSES:

The issue of relying on visual memory isa major drawback. The reviewer waspleased to see that the program has thestudent beginning all two-digit computa-tions in the ones place value column andprogressing sequentially from there. Thelack of being able to see the regroupingprocess could make the use of this soft-ware more frustrating than intended,especially for students with learning dif-ficulties.

25 2


MATH RABBIT (continued)


To incorporate the program into my class-room, I would initially introduce theconcept of regrouping using manipulat-ive materials with the students, graduallymoving from manipulatives into moreabstract representations of the process.During these stages of the concept devel-opment, the sections of Math Rabbit thatinvolve the basic addition and subtractionfacts, as well as the memory game whichinvolves two-digit addition and subtrac-tion without regrouping, could be used bystudents individually or in pairs to main-tain previously "mastered" skills. I wouldhave the computer option available forstudents during particular portions of theday, not during the directed mathematicslesson.

When students displayed a fairly solidunderstanding and ability to perform thesubtraction tasks involving regrouping, Iwould introduce the Circus Train Gamefrom Math Rabbit to the children, so theycould begin to practice this newly ac-quired skill in a different fashion. Untilthe students truly automatized this con-cept (which may never happen with some

L

tyoungsters) they might find it necessaryto use scratch paper along with the pro-gram, in order to figure out the "borrow-

mg." Many exceptional children withwhom I have worked do not have strongvisual memories, which would make thesuccessful completion of regrouping on ascreen rather difficult. T would let thechildren decide how they wanted to solvethe problems, either mentally or usingpaper. At times I would arrange for stu-dents to work in pairs. I would pairstudents according to my prior knowl-edge of their particular strengths andweaknesses. By working together, visualmemory tasks could be made easier.

A. Guppy

(PUBLISHER:


(REVIEWER:


26

111,-

MATH RABBIT



SA A D SD NA

EVALUATION SUMMARY

:...m.z..: Content is accurate.......,...,:.:,...: ::%;

Content has educational value.«tk.-itik... Content is free of stereotypes...4. : Purpose of package is well-defined.

:::i:K:: Content presentation is clear and logical.

gliV Graphics/sound/color are used appropriately.

Use of software is motivational.44:r,N:1:%::::::- 4:: %W.::

II:1 i Feedback is effectively employed.1

. ,Learner controls rate and sequence.

Instruction integrates with prior learning......,User su ort materials are corn rchensive.

Teachers can use package easily.t4.0e4 Computer capabilities are used appropriately.

g5;:::Nop:5.44:::.:m:.::'4 Program is reliable in normal use


Teacher able to control program modifications.0411: Alternative in out is 'ermined.1,:wo Alternative output is permitted.


EVALUATED BY: Andrea Guppy


27


STICKYBEAR MATH

The program has a range of activitieswhich include using the keyboard to m.4nipulate objects and performing compu-tational skills.

(iI'RENGTILID

The program can be used with up to 25students. Children can work at their ownpace. The program automatically stays atthe same level or increases the level ofdifficulty depending on the accuracy ofthe child's responses. Students can workindependently. The graphics are colorfuland moveable and actually demonstratethe concept being taught. It is not just agame to play where speed and accuracyare required. There is no time require-ment for a response. Once the child hasrecorded a correct answer, the graphicsregroup on the other side of the equalsign. This allows the student to actuallysee the process of combining sets in ac-tion.

(WEAKNESSES:

None identified.


I would use this program to reinforceconcepts already taught. It would pro-vide additional practice and give childrenan opportunity to take an active part in theprocess. 11111

Some software prog1 ams are no differentthan workbooks. This one is much better.The use of animation to illustrate sets ismost effective. The colors are so vividand appealing. The sound effects are funto hear and coincide with the moveablegraphics. P. Kenny

Stickybear Math facts could easily beincluded in the functional life skills cur-riculum. Students in my class who arementally retarded and whose age range is9 years to 11 years are computing singledigit math problems using manipulatives.The Stickybear Math program takes thisskill one step further. The purpose ofusing this program in my classroom wouldbe to move the students from the concretelevel of physically putting together blocksto a more abstract level of manipulatingsets on the screen.

In addition, another student with poorfine motor skills who cannot write num-bers well could use this program to co; -centrate on math facts rather than be-come frustrated by trying to write theanswer with paper and pencil.

M. J. Webster

QUBLISHERDWeekly Reader

(REVIEWERS :)Mary Jo WebsterVillage Elementary School

Priscilla Kenny28 Lqfayette School

4,



SA A D SD NA

EVALUATION SUMMARY


Content has educational value....:,.. .,

Content is free of stereotypes...1 .' ;.

':;C. Purpose of package is well-defined.



Use of software is motivational.

Feedback is effectively employed.

Learner controls rate and sequence....kk.::.z

Instruction integrates with prior learning.Amk,

-4.-User support materials are comprehensive..s.

Teachers can use package easily.4,.

Computer capabilities are used appropriately..* x:......,::

Program is reliable in normal use

Compatible with other instructional material.'., Teacher able to control program modifications.

Alternative input is permitted...0 .:.:,., Alternative output is permitted..... :::?.i:::

... ' ii Program has adequate record-keeping capability.

EVALUATED BY: Mary Jo Webster and Priscilla Kenny


29


MATH BLASTER

The program presents drill and practiceof the four operations of facts, as well asfraction equivalency concepts. The menuchoices include: displaying the fact withthe answer followed by having the stu-dents provide the correct answer, tradi-tional fact practice, missing parts of thefact other than the answer, presentingthree facts of different operation, and agame which requires the student to an-swer facts quickly. The formats are inter-esting and practical; and, they providegraphic, visual and auditory reinforce-ment to encourage students in the middleof a set of facts, as well as upon comple-tion. Each activity can be set for anyoperation at a choice of several degrees ofdifficulty by the instructor.

STRENGTHS:

The program can be used for all gradesand levels. Positive feedback is offeredafter each correct answer. The programgives two trys to get the correct answer.After each activity, the number correct isdisplayed.

The student is given a val iety of activitieswithin the menu choice and level.

The teacher can customize problems foreach activity.

The manual provides an appendix of theexamples used in the program.

(WEAKNESSES :)

The game requires hand-eye coordina-tion.

OUGGESTED ACTIVITIES:

(There is a section on entering your ownsproblems for all four activities. A teachercould .customize the examples for a par-ticular unit or could include problemsmost often missed.

This program would be used to reinforceconcepts but fraction bars and othermanipulatives should be used first.

A. Guppy

(17UBLISHER:)

Davidson and Associates, Inc.

(REVIEWER:


30

MATH BLASTER



SA A D SD NA

EVALUATION SUMMARY

:...:.::.

Content is accurate...:....

. ,... Content has educational value.

Content is free of stereotypes.4 ' Purpose of package is well-defined.

,,,, - Content presentation is clear and logical.9,110-


, Use of software is motivational.4:

4 ,....f reedback is effectively employed.

: :.'-'-. . Learner controls rate and sequence.

''4-; Instruction integrates with prior learning.....*:0 User support materials are comprehensive.

0):.:.:%..::,. Teachers can use package easily.


Program is reliable in normal use?mow4fmmizp:. Compatible with c ther instructional material.

Teacher able to control program modifications... ..00.

,.:....):...... ..:: :.: AlternaLsr1 input Lpermitted.

Alternative output is permitted.,q'

,P,:::::::5:..... ... % A Program has adequate record-keeping capability.

EVALUATED BY: Andrea Guppy


31


LBASIC MATH FACTS

Basic Math Facts is an instructional sys-tem that can aid in the mastery stage ofbasic facts (subtraction, addition, multi-plication, division).

STRENGTHS:)

This is a teacher controlled program. (PUBLISHER:Progress can be reviewed, assignmentschanged and drills customized for a class Houghton Mifflin Companyor student.

0,...........--This program also prints out quizzes. 4

The documentation provides many addi-tional ideas for use in the classroom.

L. Leo

( EVIEWER:The program allows sound to be turnedon and off.

Different strategies for drilling studentsare included.

(WEAKNESSES:)

The program may be boring after a while.It needs some pizazz!! There is strictlyone purpose - DRILLS.

LJGGESTED ACTIVITIES:

Linda LeoItinerant Teacher Visual ServicesDHRSLewiston

I'd use this program as a reinforcement tomy math program. I like how the pro-gram instructs students after an incorrectresponse. First the program asks thestudent to say the math fact aloud andthen it gives the student time to study theproblem. This program is better thanhanding out worksheets. I

32



SA A D SD NA

EVALUATION SUMMARY

,..0,: Content is accurate.,'1,-,.... Content has educational value.

.::4. ..4:4: Content is free of stereotypes.

),. A pP ?;

:e Purpose of package is well-defined.

Content presentation is clear and logical.::.

5:4.r. .,

::.;:.. .....




..,.,i.W.4:

4 V,O.: Learner controls rate and sequence..:?.,;

Instruction integrates with prior learning.:.%:: .4:

0',., User support materials are comprehensive.....,,::,§:,?..:::.:

:.::,: Teachers can use package easily.10m'...

Computer capabilities are used appropriately.A., .........%... Program is reliable in normal use-..

Compatible with other instructional material.. .. Teacher able to control program modifications.

:.-$1.:.:,. ..

. , Alternative permitted..,::::.:: 0::

Alternative output is permitted.


EVALUATED BY: Linda Leo


33e 4


COMPUTATION SKILLS PROGRAM

The instructional objectives of this pro-gram are to teach, review, and test mathskills (division, fractions, decimals, ra-tios and percents). Each disk side con-tains lessons, review, survey, and masterytests. The lesson section shows mathproblems. The student types in the an-swer. If the answer is correct, a mark isentered on a scale; and, if the answer iswrong, the student is given another chance.

(STRENGTHST)

This program is appropriate for any age (PUBLISHER)group with lower level math skills.

(UGGESTED ACTIVITIESD

I would use this program m a classroombecause it provides individualized les-sons. Everyone in the class can use thisprogram. The package provides a classmanagement disk for record keeping. Iwould use this as a reinforcement andreview material for students needingextra help.

L. Joiner

Houghton Mifflin CompanyThe program contains very clear objec-tives and is individualized to students' (REVIEWER :)needs.

There is positive "low key" reinforce-ment.

(WEAKNESSES:

Lack of graphics may make this programless appealing in teaching certain con-cepts than programs which demonstrateconcept through animation.

34


COMPUTATION SKILLS PROGRAM



SA A D SD NA

EVALUATION SUMMARY

:::::::q....::iz

Content is accurate.*: : Content has educational value.

4.-ffitott;:ii::.:.::A::.:


Purpose of package is well-defined.


Graphics/sound/color are used appropriately..ff ;:', .4W,:, Use of software is motivational.

,...:::..::. Feedback is effectively employed.Mk; ::::f;<::::r A Learner controls rate and sequence.

.,,

Iti::x% Instruction integrates with prior learning..;',:i., ti.

i.,;1 User support materials are comprehensive.Mr*:

,.??4;Y:, Teachers can use package easily.:::04:::::::':v....:ii.5m. Computer capabilities are used appropriately.

qi:oProgram is reliable in normal use

.,..:.....,,,,.....*i::A Compatible with other instructional material.tt

Teacher able to control program modifications.y< f''.:*., ..,..,10.

.*. .4:.::.:::, Alternative input is permitted.4,0t.Incl Alternative output is permitted.

Pro ram has adequate record-keeping capability.

EVALUATED BY: Leesa Joiner


35


METEOR MISSION

The program provides opportunities fordrill and practice. Areas suggested aremath facts, spelling, missing letters, se-quencing items, and word/symbol rela-tionships.

Instructional objectives are determinedby the software user. The program has agame format, but the content is tailored toindividual needs. The content could bemath, spelling, or other areas.

The program consists ofone sample gamewith multiplication facts. However, thedisk is designed for up to 36 games. Thecontent of these games is determined bythe teacher . The game format consists oflarge meteors which contain problems.They move toward a large star station.Answers are placed in the star station.

The meteor explodes when the correctanswer is entered Taid the star station isaimed correctly and fired at the meteor.Appropriate sound and graphics are simi-lar to an arcade game.

(STRENGTHS:)

There is teacher control of content, speed,duration of game, sound and exit.

The game is a colorful, arcade-like for-mat.

1

There are record keeping capabilities.

The manual is easy to use and containsgood directions.

The program contains a reference chart.

(WEAKNESSES:

For each item only five characters canbe entered. There are only thirteen char-acters available for an answer.

(SUGGESTED ACTIVITIES:

Ifeel it has limited use; however, I wouldprobably use it for areas that software isnot widely available.

I would use this program forpractice withitems such as fractions/decimal equiva-lents, Roman numerals and Arabic num-bers.

(PUBLISHER:

D. Albert

Developmental Learning Materials

(REVIEWER :)

36


METEOR MISSION

EVALUATION SUMMARYSA - Strongly AgreeA - AgreeD - Disagree


SA A D SD NAAO.:,.. ,,;:.:,....,...:

4 Content is accurate..:. ....

. . . Content has educational value.::,-:..rv, Content is free of stereotypes.

Purpose of package is well-defined.,.

Content p'sentation is clear and logical.:,...,

.:i..,.1:R.;%.:,...... ..,:.,...,..




.,.:.:::: Learner controls rate and sequence.''':,,'.M.g.

.....---, Instruction integrates with prior learning.User support materials are comprehensive.

.,;..:1.w

.. %.:.-i' :-:,., Teachers can use package easily.

....

Computer capabilities are used appropriately.:,:: .;1

Program is reliable in normal use.... : .:

Compatible with other instructional material.;..y.:.;:,.04 :

Teacher able to control program modifications.'tT:,. ' Alternative input is permitted.

...?.- - Alternative output is permitted.... , ..i




37

!!


PIECE OF CAKE MATHN1111111111.

There are five games included in theprogram which deals with a bakery andcakes. In The Bakery , children read theword problem, see the cakes, and solvethe problem. In Multicake, and Di-vidacake, children read and solve multi-plication and division problems dealingwith cakes. These sections build anunderstanding between multiplication anddivision. In Flashcards, children simplyanswer math facts in adding, subtracting,multiplying or dividing. The concepts ofcarrying and borrowing are also included.In Catchacake, children must answer theproblem before the cake falls to the floor.The program is appropriate for studentsof all ages who are working on theseskills.

6TRENGTHS:)

The program visually displays word prob-lems. It gives the user cues to find theanswer (e.g., flashes cakes, recounts). Itpositively reinforces the child for thecorrect answer. It deals with learningmath facts for speed in a "game like"manner.

WEAKNESSES:

The teacher cannot alter the program.The child can choose the operation (ad-

dition, subtraction, multiplication or di-vision), but not the difficulty of the prob-lem, so more advanced children must gothrough easy word problems to get tomore difficult ones. Lack of studentcontrol is also a weakness in other pro-gram sections. When the correct answeris shown, after an error, the screen iscleared before it can be read by a slowreader.


I would use this software in my classroomto reinforce basic story problem solvingconcepts and to reinforce basic math facts.This program could be used independ-ently or with a group of two students. Iwould also use the Flashcard andCatchacake to increase the memory ofmath facts. However, children need a lotof hands on activkies in the classroom be-fore they need the math drill.

J. Clifford Cohn

This software could be used in both indi-vidual and group instruction for practiceor supplementary work. It is an excellentpiece of software for students who arevisual learners and who may have prob-\......

39 2

A SOFTWARE GUIDE FOR THE SPECIAL EDUCATOREdited by L. Spenciner & L. Cohen g

PIECE OF CAKE MATH (continued)

lems with abstract concepts. The pro-gram ties visual and abstract conceptstogether very nicely. It is a fun way topractice math facts.

"Catchacake" game would be motiva-tional for those students who don't likecomputers unless the program is like avideo game.

G. Flegel

This program would work well with peertutoring. I would team a low reader witha high reader who could read aloud theword problem. The concept of the bakeryis of appropriate age level for my fifth andsixth graders. Very low to high maturityages are always a concern when I plananything for the classroom. This pro-gram would interest them all.

S. Ward-Pistone

(PUBLISHER:

Springboard Software, Inc.

(REVIEWERS)

40

Judith Clifford CohnHampden Meadows School

Stephanie Ward-PistonePettingill Elementary School

Gayle FlegelItinerant Teacher Visual ServicesDHRSBangor

4 1)t IJ

CPIECE OF CAKE MATH



SA A D SD NA

EVALUATION SUMMARY

A..,, ,,, ,...,.1::::::::. Content is accurate.

Content has educational value....,..,:.

..:::.:::,,:::,::i.;::::::i.:::<:.:vo,...,4... Content is free of stereotypes.

jr1,. Purpose of package is well-defined....,w:,:,,:::st,,,im....: Content presentation is clear and logical.

::::.wy---,

: Graphics/sound/color are used appropriately.

...>' '-':Z;40 Use of software is motivational.'.61: Feedback is effectively employed.

'n-]'' ..Learner controls rate and sequence.

4:r.im:.:',.;' Instruction integrates with prior learning.

.:: '.. User support materials are comprehensive.


Computer capabilities are used appropriately.4% Program is reliable in normal use.

Compatible with other instructional material.,i:, ' :. ,:.. r :: Teacher able to control program modifications.

,oliPm Alternative input is permitted..


ft _Program has adequate record-keeping capability.

EVALUATED BY: Judith Cohn, Gayle Flegel & Stephanie Ward-Pistone


4

41


FISH SCALEI

The program has different measuringactivities including height, length anddistance. It also shows students how touse measurement in order to compare twoobjects and two distances.

(STRENGTHS:p

The strengths are that the program haslots of positive reinforcement, music andwonderful graphics. It also has options tocontrol whether an instruction screen isdisplayed or sound is given. Theprogramincludes good introductory games andextension games.

The program also handles incorrect re-sponses well. A fisherman appears andsays that the user's answer is too large ortoo small and shows the difference be-tween answers. He then asks the user totry again.

WEAKNESSES:

I prefer sound in computer programs butthe music reinforcement is a little over-whelming in this program.

'.-UGGESTED ACTIVITIES:)

There are many uses for this program inmy classroom. After using concrete

materials suchas blocks, string, and paperstrips to determine length, I would intro-duce this program. The first activityinvolves letting a fish jump the heightdetermined by the user. This allows thechild to establish the concepts of threeinches is less, or shorter, than five inches,for example.

M. J. Webster

PUBLISHER:

Developmental Learning Materials

(REVIEWER)

Mary Jo WebsterVillage Elementary School

42



SA A D SD NA

EVALUATION SUMMARY

,.:: :::....:: Content is accurate.:,..

i*,,,- Content has educational value...10.,': Content is free of stereotypes.


Content presentation is clear and logical.zi;

Graphics/sound/color are used appropriately.*::::.: Use of software is motivational.''''

Feedback is effectively employed.:..k"'..:r.

,.. Learner controls rate and sequence.,%., .:: Instruction integrates with rior learning.$..,?, ,-

k:::)',' ,1 User support materials are comprehensive.,:. Teachers can use package easily.

::m..::.,.

Computer capabilities are used amp.::::::

Prcgram is reliable in normal use..1:: Compatible with other instructional material., -0N,o,

:,,', ki:,..,, Teacher able to control program modifications.,0.q.z.0(-PNR., Alternative in ut is *ermined.

s OW:.A : }, :..'

MN! r-11.111411111111V1111Alternative output is permitted.

.1:,i4.:::*<.: Program has adequate record-keeping capability.

EVALUATED BY: Mary Jo Webster


43w r1

t

MATH WORD PROBLEMS


The instructional objective is to under-stand and solve math problems when theyare presented in printed form throughdeductive thinking and through the use ofbasic arithmetic skills.

This software program consists of a se-ries of word problems which range fromone step operation to three step opera-tions. One level is for the teacher to enterthe problems.

(STRENGTHS:

The manual contains good instructions.

The program is easy to use and adjustsautomatically for students' needs.

Record keeping capabilities are avail-able.

WEAKNESSES:

Problems cannot be entered that containmore than four digits, commas, dollarsigns, decimal points, or fractions.

Numbers must be entered from left toright.

The student may need to use pencil andpaper to figure out the answers.

(SUGGESTED ACTIVITIES

This program is good for practice of wordproblems and is non-threatening.

This program can also be used to coordi-nate with current areas being studied.The teacher can add problems to indi-vidualize this program for particular stu-dents.

The record keeping capabilities allowyou to keep track of the current level,number of problems attempted and num-ber correct.

D. Albert

Q3UBLISFIER:)

Optimum Resource Inc.

CZEVIEWERD

44


MATH WORD PROBLEMS



SA A D SD NA

EVALUATION SUMMARY


, Content har educational value.

:, Content is free of stereotypes.of

::".00iPurpose of package is well-defined.t ,..e.

4 Content presentation is clear and logical.

Oa Graphics/sound/color are used appropriately.:1.. Use of software is motivational.:w -:f..... .::!.. ix.. Feedback is effectively employed.

IN

',

Learner controls rate and sequence.0. Instruction integrates with prior learning.

i::

' .,0 User support materials are compreh.nsive.........,:,::: Teachers can use package easily.

Computer canabilities are used appropriately..laiiii,:,, Program is reliable in normal use



.m..'6 Alternative inelLperrnitted.Alternative output is permitted.'':




45

3


EARLY LEARNING MONEY SKILLS

The main menu has four choices: (1)coins and bills (18 levels) where the ob-jective is to identify and count coins andbills by denomination; (2) counting money(18 levels) where the money is displayedand the student determines the amount;(3) making change (17 levels) when theobjective is to select paper combinationof coins and bills to match the givenvalue; (4) student records which includesa system that saves both correct and in-correct responses.

S'IRENGTHS:)

This program is appropriate for a wideage range of students.

The program includes a choice of manydifferent input and output devices.

The manual is easy to understand andquite complete.

(WEAKNESSES:)

The program is not very motivational.


would use this software in my class-I

room. I have a 14 year old student whois having great difficulties with moneyskills. She needs to review and practice;unfortunately, my schedule does notallow for the one-to-one practice that is

necessary. This piece of software wouldallow her the opportunity to practice onher own and receive immediate feedbackalong with keeping a record. I would nottotally rely on the program, but would useit in conjunction with worksheets, cashdrawer activities, and the school store.

This program would also be used as a wayto find out if students have masteredmoney skills. They can use the programby themselves and I can check the studentrecord system to find out if any problemsseem likely and plan additional instruc-tional activities.

J. Green

OJBLISHER:)

Marblesoft

(REVIEWER:

Jane GreenA. D. Gray School

46

AINIIII0411t4:41.11MOIRISPMINIt .=IIMININIIIMIN

EARLY LEARNING MONEY SKILLS

SA - Strongly AgreeA - Agree

- DisagreeSD - Strongly DisagreeNA - Not Applicable

SA A D SD NA

EVALUATION SUMMARY

..

--,,wmContent is accurate.

, Content has educational value.::::...1:::::.:si

. Content is free of stereotypes.

?:,k:,:.. Purpose of package is well-defined.

;:k ::0::,,,A,:.:,;::::pe:::: Content presentation is clear and lolical.rq1 .: Graphics/sound/color are used appropriately.

. 0 Use of software is motivational."s

,,,..*.4. Feedback is effectively employed..:!......m.:::::,:R:',.4.,{P:::Y::::f::;' Learner controls rate and sequence.


ii User support materials are comprehensive.-'.,:?0 Teachers can use package easily.

Acii.;;:: Computer capabilities are used appropriately.

Program is reliable in normal use.www,«

:&:-..,:: Compatible with other instructional material.


Alternative input is permitted.



EVALUATED BY: June Green


47 '-e


MONEY MATTERS

The program focuses on developing skillsinvolved in identifying the value of coinsand bills as well as making change. Thereare five program segments: (1) What'sMoney which includes a text descriptionof the concept of money vs. bartering; (2)Coins and Bills which is a tutorial onco ins and bills; (3) Counting Money whichincludes both a tutorial and practice sec-tion; (4) Making Change which is a prac-tice session; and, (5) a pre/post test sec-tion.

TRENGTHS:)

The program consists of a good summaryof rules for counting change with the leastnumber of coins.

There is good corrective feedback oncounting money.

The documentation includes a page ofteaching strategies, along with discus-sion ideas, roleplaying, games, and a realshopping trip.

6VIAKNESSES)

Some of the graphics are unclear. It ishard to determine the coins.

There is an inadequate amount of practicefor some students.

SUGGESTED ACTIVITIES:)

I would demonstrate with actual coinsand bills first, determining prior knowl-edge. I would give the pretest only tothose students I felt were quite familiarwith money. I would use program seg-ment 1 only before a classroom discus-sion. (It would be redundant after the dis-cussion.) After segments 2, 3, and 4, Iwould provide additional practice, eitherwith worksheets, or real or play money.Post testing would indicate additionalwork needed.

1144111. J. Ives

PUBLISHER:

Microcomputer EducationalPrograms

(REVIEWER)

Jane IvesNathan Clifford School

4$

-- MONEY MATTERS



SA A D SD NA

EVALUATION SUMMARY

:.,.'.. Content is accurate.

--.4,Ay--1

..:ki,:,:1/2.1;.41 Content has educational value.

Content is free of stereotypes.;....

Purpose of package is well-defined..5:::Wi:0

,;:.:::4::::.:..::::...e .........W. Content presentation is clear and logical.44

Graphics/sound/color are used appropriately.:::::".4,1.s.::.:

.s.? ..4: Use of software is motivational.2 VA Feedback is effectively employed.

-, Learner controls rate and sequence...:.a.p.,4K:AWaii0 Instruction integrates with prior learning.

User support materials are comprehensive.4. ,,,;.o.:,...:4:.A,:...k..Yi:"1%::::

:::! ::,4 Teachers can use package easily...:.::::..: Computer capabilities are used appropriately.

,Program is reliable in normal use

Compatible with other instructional material.. o. :$

%NZ Teacher able to control program modifications.

"''.._ Alternative input is permitted.

'..., Alternative output is permitted.


EVALUATED BY: Jane Ives


49

(:)I 1 1...


CLOCK / BEFORE & AFTER

The program is designed to help studentslearn to convert between digital time andtraditional "clock time." In one menu se-lection, the time is given in digital formand the task is to set the clock hands. Inanother menu selection, students are giventhe clock hands, and are asked to type thematching digital time.

(STRENGTHS:

Common terminology such as "half-pastten" and "ten thirty-five" is used.

After a maximum of 20 problems, thestudent is shown the results. Records arekept for up to 50 students. This allows ateacher to review what students haveaccomplished or where extra assistance isneeded.

(WEAKNESSES:

The f and b keys (forward and back), areused to move the clock hands. This non-standard approach could easily frustratesome students.

(SUGGESTED ACTIVITIES:,)

I believe that this program would be verybeneficial to my classroom of secondarystudents with moderate mental retarda-tion. I like the featu that each studentmust enter his/her na: to begin the pro-gram. Throughout the program, digital

'ime and clock faces are shown together.This 's F great help for my students whoalso nec practice reading and identify-ing numbers. Due to the limitations ofmy students, the options to add or deleteprompts is very helpful when individual-izing the program to adjust to differentlearning levels.

In the classroom, I do many small grouplessons on telling time and reading theclock. I use mostly DLM materials,teacher-made games and activity sheets.Due to the ability level of my students, Ineed to use as many teaching approachesas possible. This program would give mystudents the opportunity to work inde-pendently or with other students. The im-mediate feedback provided by the com-puter is very rewarding in itself, as well asthe feeling of accomplishment when us-ing the computer in the classroom.

B. Vogel

ICF.JBLIf'E.RD

Hartley

(REVIEWERS.)

50rRi

Brenda VogelStudentUniversity of Southern Maine

Stephanie Ward-Pi stonePettingill Elementary School

CLOCK / BEFORE & AFTER

SA - Strongly AgreeA - AgeeD - Disagree


SA A D SD NA

EVALUATION SUMMARY

..ommi: Content is accurate.

A Content has educational value.pg

. Content is free of stereotypes."4,e: ::: Purpose of package is well-defined.

- fih&. Content presentation is clear and logical.?%:,ps ..:,.,. Graphics /sound/color are used appropriately.

::%:%.

.,. -,,, Use of Itware is motivational..

..:, 4: Feedback is effectively employed.:4

V:::::: Learner controls rate and sequence.:,.....:;:::%:;::.:i,.

*,:,.,,,,.::::,,,.:.,:::::::::.:::. Instruction integrates with prior learning.

;,:;:x.::. -*;:::::. User su port materials are comprehensive..

e::::::::.i::::.:,....::

.:?;...4::.:::: Teachers can use package easily.Nif2..a:A. Computer capabilities are used appropriately.ifr-:.:;,:.:.

,;:.1r Program is reliable in normal use. :..:A4.::.::..:: Compatible with other instructional material.

:.,::::v..3::::::::.:::.?..x,:i;. Teacher able to control program modifications.

$::: ,:.(:n::'?M'I'-1i" Alternative input is j)ennitted.

:4:'''{'}: Alternative output is permitted..::::i!..........7.:?e

::::xf: Program has adequate record-keeping capability.

EVALUATED BY: Brenda Vogel & Stephanie Ward-Pistone

EDITED Pt Y: L. Spenciner & L. Cohen

51


TIMEKEEPER

Timekeeper is designed to enhance andreinforce a student's ability to tell time.There are four activities for different skilllevels, ranging from setting a clock faceor digital time, matching the time to aclock face, and typing in the time. Thisprogram can be used with the TouchWindow as well as the keyboard.

STRENGTH

The program consists of a good range ofdifferent activities.

The user is able to set the time to differentminutes, i.e. one hour, five minutes, etc.

The teacher may specify the number oftries a student may have.

The program gives the percent of correctresponses in the test mode.

The program is age appropriate for bothyounger and older students.

(WEAKNESSES)

This program could include more posi-tive reinforcement.

This program doesn't offer any help forincorrect answers.

In the practice session, the computermakes a low beep and stays on the sameexample until the student gets it right. Inthe test mode, the program goes directlyon to the next example.

SUGGESTED ACTIVIT70).,

This program is good as a supplement toa regular lesson on telling time. It couldeasily be used by a group of students aswell as an individual student.

L. Leo

(PUBLISHER)

Personal Touch Corporation

(REVIEWERD

52

Linda LeoItinerant Teacher Visual ServicesDHRSLewiston

TIMEKEEPER



SA A D SD NA

EVALUATION SUMMARY

i..:::0.:: ::::::.:, ,$..,-:::::., Content is accurate.

Content has educational value.Vei.::,:.:,;:.0f$..s.::'''.: Content is free of stereotypes.

.1.::::::P:.::::4:-:eN.4-:::m;.: Purpose of package is well-defined.::i.cuor:o7.6:

:::.*::;..1v:. Content presentation is clear and logical.


Use of software is motivational.:::':rp ..:::..: . Feedback is effectively employed.

........m-.:::

. ::4:.:.::;....9.$..4.,...,.. Learner controls rate and sequence.w::,V :m::?::::: Instruction integrates with prior learning.

..:g;Air

User support materials are comprehensive..:*,,..........:::f... Teachers can use package easily.

..f.,:..: , Computer capabilities are used appropriately.

Program is reliable in normal use.40-.,:.:


Teacher able to control program modifications....

Alternative input is permitted.eee


-:..- Program has adequate record-keeping capability. ....

EVALUATED BY: Linda Leo


53

A SOFTWARE GUIDE FOR THE SPECIAL EDUCATOR -1°-Edited by L. Spenciner & L. Cohen

SURVIVAL MATH

Survival Math is designed to prepareregular 7-12 graders to be consumers. Ithas four menu choices: (1) Travel AgentContest, (2) Smart Shopper Marathon,(3) Hot Dog Stand, and (4) Foreman'sAssistant. Math skills needed to use thisprogram are: whole numbers, measure-ment, decimals, percents, and estimationof whole numbers, decimals and per-cents.

SCERENGTIliD

This program challenges students to applytheir math skills.

(WEAKNESSES)

While it is suggested for grades 7-12,students using this program would haveto he near grade level. "Survival" is a mis-leading term. The software is competi-tive because the user is graded by timeand accuracy. There is a lot of extraneousmaterial. The information is poorlydescribed. The second menu choice,Smart Shopper, demands a high level ofmultiplication and percentage skills. Forall programs, paper and time are needed.

The program does not seem user friendly.For example, when a wrong answer isentered on a timed problem, the clockruns for five seconds, not allowing the

student to continue on.

Some of the problems are not realistic.For example, comparing a better buy oftuna with jelly instead of varying brandsor sizes, which is a more realistic way tobe a smart shopper.


(The content and reading level of thisprogram is for regular 7-12 grade stu-dents. Students with special needs proba-bly could not use this program independ-ently but could participate as a member ofa cooperative group activity.

J. Oligny

(I;UBLISHEIT)


REVIEWERS:

Andy PalmerThornton Academy


54

f;

w SURVIVAL MATH

EVALUATION SUMMARYSA - Strongly AgreeA - AgreeD - Disagree


SA A D SD NA11M.1_

:-.::...,- <.:,. ml-:... ..,:. Content is accurate.

.. in.ti.:!. e %::'*. Content has educational value.Ian40.q:S, Content is free of stereotypes.

:..:

oe.. ..0.::q4:,::::::,,.:::::.:::: Purpose of package is well-defined.i.;..;k- Content resentation is clear and lo 4 ical.

.........v.::......:::?4,,,.4 ,...,.4: Graphics/sound/color are used appropriately.

m:::,::::::::::§4:W:8:ft:.,:mi.,::::::::::,m Use of software is motivational.:iiiAlix.:s?. ..A 0:: :::.,. Feedback is effectively employed.::,...,.::,

?:h Learner controls rate and sequence.:::6:wifogii:::1;f0M Instruction integrates with prior learning.

1 `ni User support materials are comprehensive.

Teachers can use package easily.::....4...:%::.::::.

,,,...Az::::.::, Computer capabilities are used appropriately.it%.:::,:::::.::: Program is reliable in normal use.p,... , Compatible with other instructional material.

ugeg::..k:.::,.::::::.::::,::::.::::,:::: Teacher able to control program modifications.

016.§:fi:e4ii.Ai: Alternative in ut is errnitted.::.VAi:4,::::: Alternative outrut is permitted.

Pregram has adequate record -keeping capability.

EVALUATED BY: Andy Palmer & Jean Oligny


55

A SOFTWARE GUIDE FOR THE SPECIAL EDUCATOREdited by L. Spenciner & L. Coh6,-.

MANAGING LIFESTYLES

The program provides for a review ofcomputational skills: addition, subtrac-tion, multiplication, division of wholenumbers, fractions, and decimals, as wellas simulations of real life consumer ap-plications. The software includes threeprograms. The first is Comparison Shop-ping in which the student buys food for afamily of four, selecting from extensivelists of different food groups. There arequantity and quality choices from whichthe student must select the best dollarvalue. The second is Budget for Successin which the student plans and managesliving expenses for 6 months. Choicesmust be made about housing, auto, andsavings. The third program, CalorieCounter asks the student to select adesired weight for a particular age andgender and then to choose a menu foroneday.

(STRENGTHS:)

This program includes realistic chal-lenges and decision making practice.Students may store unfinished programswhen doing programs 1 and 2. Theteacher's guide gives clear and specificsuggestions regarding integrating theprogram into the classroom curriculum.

(WEAKNESSES

The program responds slowly (too muchwait time).

The Budget for Successprogram does notevaluate student performance adequately.The "saver" does not receive enoughreinforcement. If the student displaysfrugality when choosing the amount to bespent on entertainment, the programdisplays "how boring!" No modificationof the program is permitted.

SUGGESTED ACTIVITIES:

I would use this program with 2-3 stu)dents in a cooperative group activity,especially with Comparison Shopping.Student 1 has "hands on" computer; stu-dent 2 keeps running total of moneyspent ($70 max.); and, student 3 keepsrunning total of food units allowed perfood category. Students switch assign-ments for new episodes. C. Bartlett

This program would lend itself well witha living skills math class. The units oncomparison shopping and counting calo-ries could be incorporated into a homeeconomics class. L. Williamson

(PUBLISHER:


Charles A. BartlettPREP

Laurette Williamson

5C6 High School

'01.11111."

MANAGING LIFESTYLES: Survival Life Skill

SA Strongly AgreeA - AgreeD - Disagree


SA A D SD NA

EVALUATION SUMMARY

.,:a41:;::0i Content is accurate.4.404,*arm

Content has educational value.......Nk';

*:).:::::, Content is free of stereotypes..

..::,Purpose of package is well-defined.

N,)

, . Content presentation is clear and logical.....:...:.....:. Graphics/sound/color are used appropriately.

;:,.$::::::::::::::::4*:*..$:::m.....: -..::::.::-:!::::N.::::::.: Use of software is motivational.

::..:si:Ax:*:::*:m...wo::::*::4.: Feedback is effectively employed.


Insm.iction integrates with prior learnin:.


Teachers can use package easily.".?::,': . Computer capabilities are used appropriately.

Program is reliable in normal use::..:


Teacher able to control program modifications.:).4 Alternative input is permitted.

,Alternative output is permitted.

'... .. Program has adetiiiiis.,_, record-keeping capability.

EVALUATED BY: Laurette Williamson


57

PERSONAL/SOCIALSKILLS


KEEPING SAFE

The program teaches children to discrimi-nate between appropriate and inappropri-ate interactions with others. It also teacheschildren that their safety is of "paramountimportance." Students learn rules whichhelp them choose the safest course ofaction in many threatening situations:strangers in cars, at home and away fromhome (contains 50 situations). Studentssolve problems based on situations givenin text (no voice or animation).

The program handles an incorrect re-sponse by explaining why the answer isnot the safest and then "try to find a wayto keep Sally safe."

(STRENGTHS:

The program contains extremely relevantsubject matter. There is completeness ofthe areas covered. It is a nice complementto a safety awareness program or unit.

Only minimal keyboard knowledge isneeded to use the program.

(WEAKNESSES: )

The only animation used is in the game atthe end of the program.

The text must be read.

There is only limited teacher utility op-tions.


I would use this software as part of apersonal safety unit. The program couldbe used independently or with one or twoother students to build cooperation andcommunication skills as well as problemsolving. I would require each student toanswer all questions at least once and filetheir results on the disk. The programlends itself to further class discussion.

J. RastallisI would use this program with my highschool students. Many of my studentshave been "bombarded" by rules and canrepeat them on command. This programwould be an excellent way for them toutilize these rules. I would try to relatesome of the program situations with theirreal -life situations. L. Saucier i

(PUBLISHER:

Marsh ware

(REVIEWER:

60

Jaqueline Clossick RastallisBerwick Middle School

Laurie Saucier ArrigoniWells High School

4

V...1111r

KEEPING SAFE


SD - Strongly DisagreeNA Not Applicable

SA A D SD NA

EVALUATION SUMMARY

41,ro Content is accurate.

Content has educational value.:fi< ...:i Content is free of stereotypes.

'o: Purpose of package is well-defined.1.1 III

1 Content presentation is clear and logical.., -,-,.

'T.;+. Graphics/sound/color are used appropriately...:-

{::::!:

%:* Use of software is motivational.$.,..t.: :.

::':,M:'ig:v Feedback is effectively employed.,....:$0,...,:..

r;;.:'"::*:::: Learner controls rate and see uence.

',:*0:.k.4A:s4Vg:::

.:: .,.::,:::: Instruction integrates with prior learning.4:iilt:totf:0 4:''': User support materials are comprehensive.

Teachers can use package easily.r f {4 . Computer capabilities are used appropriately.

',:t:,. , Program is reliable in normal use.x..:i.:*0.e.,..,:'0,-- Compatible with other instructional material.

PR.V:0.4t-:4: Teacher able to t ontrol program modifications.

ymn*..oi,i , Alternative input is permitted.



EVALUATED BY: Jaqueline Clossick


61

A SOFTWARE GUIDE FOR THE SPEFSIDAcig EDUCATOR

[ PERSONAL INFORMATION FOR INDEPENDENCE

The program is designed to assist stu-dents with mental handicaps learn per-sonal information important to daily liv-ing (from knowing shoe size to filling outjob applications). This program has 30items (6 set, 24 alterable) of basic infor-mation that are needed for filling out anapplication, needed on a license, used inshopping for clothes, etc. For e%ample, adirective appears, "type in your name,"and the student does so.

STRENGTHS:

This program is very positive and pro-vides good drill and practice. The pro-gram uses polite language and clearlyleads the student through each step. If anEcho voice synthesizer is used, the direc-tive is spoken.

A limited reading level is required. Thetime to respond appears to be unlimited.There is flexibility to add/change studentinformation. The number of items withinthe teacher programs are flexible, so as astudent progresses, more can be added.The program is also flexible in the amountof cue/model given for the correct an-swer.

The program also has record keepingcapability.

(WEAKNESSES:

The reinforcement is time-consuming andthe sound could distract other students inthe room.

The program allows for numerous pa-rameter changes; but it does not savethese. For each use, the student's pro-gram must be set up and that is time con-suming.

SUGGESTED ACTIVITT 7S:

fI have three students who could use thisprogram. For the teenager, I would pro-gram application information, clothesshopping information and general name/address/phone. For the younger students,I might include names of pets, name/address/phone and parents' names. I couldalter the program based on need, age, andability. Each student would have theirindividual disk. I would use this programto help in direct teaching of this informa-tion as well as for guided practice.

J. Oligny

(PUBLISHER)

Southern Micro Systems

(REVIEWER:

62


C;i1

PERSONAL INFORMATION FOR INDEPENDENCE



SA A D SD NA

EVALUATION SUMMARY

g::.%:w;Q::::

v

Content is accurate.:::.:::;::::: ..,,::.4:::1i0

,

Content has educational value., 414:::::::::: Content is free of stereotypes.

%.',:.:-` Purpose of package is well - defined.


Z7, I,

*It, Graphics/sound/color are used appropriately..%:?'? 4 ,}:;',

..4:% . '.?,,

.

..:,,.....,:,...... Use of software is motivational.1::::... Feedback is effectively employed.

Learner controls rate and seuence....,:..,

i:., ,e!.sA Instruction integrates with prior learning..%:::: User support materials are comprehensive..

P . Teachers can use package easily.

Computer capabilities are used appropriately.or:

Program is reliable in normal use.

Compatible with other instructional material.NNININI

Teacher able to control program modifications.... ,.: Alternative input is permitted.


:.:.:m Program has adequate record-keeping capability.

EVALUATED BY: Jean Oligny


63

U


COMMUNICATION SKILLS

The program is designed to build listen-ing (receptive) and expressive communi-cation skills. There are four segments: (1)Stop and Look: students must correctlyinterpret facial expressions, dress, bodylanguage, eta; (2) Listen: students makeeye contact, ask questions, avoid inter-ruptions; (3) Processing: students areencouraged to restate messages; and, (4)Act and React: this section demonstratesthat decision-making can be risky, andthat acting positively can influence oth-ers.

(STRENGTHS:

The program covers a wide range of lis-tening skills and gives many examplesand situations in day-to-day life. It espe-cially focuses on many work-relatedexamples (customer-clerk). It deals espe-cially well with the feelings of people andcorresponding communication skills.

The manual gives several different roleplaying situations including use of bodylanguage and facial expressions. There isalso an exercise using a mirror. Taperecorded conversations are used withwritten follow-ups to encourage expres-sions of feelings during conversations.

(WEAKNESSES

Students are often asked to read facialexpressions, yet the video images are notclear. In addition, there are several pas-sages to read with no need to respond.There if not enough student participation.The program provides no help for wronganswers. There is very little "excite-ment." It is somewhat boring - not muchinteraction!

SUGGESTEDACTIVITIEiD

In my class, I often discuss feelings, howpeople react to others when angry, sad,etc., and we sometimes role-play situ-ations. I think I would use this programwith new students, tog at a time, to intro-duce them to some basic skills in commu-nication and socializaion. Thisprogrammight be useful when I do a unit on workrelated skills, such as keeping a job.However, I would work with the studentsto assist in interpreting screen text andvideo images of facial expressions.

S. Swick

(PUBLISHERMicrocomputer Educational

Programs

(REVIEWER:)Stephen SwickWindham REAL School

64

COMMUNICATION SKILLS



SA A D SD NA

EVALUATION SUMMARY

,.

Content is accurate.,,.:::: Content has educational value.OW

:.,.,.

.:,...w.:? Content is free of stereotypes.: MI:4:.:.:: ...:. Purpose of package is well-defined.

::

Content presentation is clear and logical....

Graphics/sound/color are used appropriately.gin Use of software is motivational,ilag Feedback is effectively employed.

.... :;i :::,: Learner controls rate and sequence..,,. Instruction integrates with prior learning.

'.:':. 1.';:;i: User support materials are comprehensive.

Teachers can use package easily., ) t:: ,,4:..: , Computer capabilities are used appropriately.

Programs are reliable in normal use.:,.:..., :.:..

Comatible with other ins. ii..tional material..:::.: 4 Teacher able to control program modifications.

..,:.:..:.:::.:.:.::

:::::,?z:::'ic Alternative input is permitted.

..,, Alternative output is permitted.,:::,,:::':

...:.

::

...,.::;:.;::ri Program has adequate record-keeping capability.

EVALUATED BY: Stephen Swick


65

al

PROBLEMSOLVING

A SOFTWARE GUIDE FOR THE SPECIAL EDUCATOREdited by Upenciner L. Cohen

MOUNT MURDOCH

The program is a problem-solving textadventure for older students. The pro-gram begins in a country setting wherethe user must take shelter in an old build-ing to get out of a storm. The adventureleads the user underground where treas-ures can be found. The program con-sists solely of lar ?e print text.

(STRENGTHS:

The program uses good, clear print butthere is no spacing between lines.

I didn't feel that there was enough in-formation given in the manual or pro-gram disk to play the game. There isno tolerance of "typos."

(SUGGESTEDACTIVITIES:)I would not use this software with mystudents with visual impairments becausethe lack of spacing between lines of thetext would make this program very diffi-cult to read.

J. Quinn

This is a challenging program whichrequires the user to think and recall, to .13( UBLISHER)complete the adventure.

(WEAKNESSES)

With no :pacing between the lines, all thewords seem to run together. Thif f,. ):matwould be difficult for students with vis,,ialimpairments who otherwise could takeadvantage of the large print text.

The manual is not very comprehensive;there is not very much information given.

There are no graphics available withinthis program.

There is no escape sequence.

Kidsview Software, Inc.

(REVIEWER:

68

Judy QuinnItinerant Teacher Visual ServicesDHRSWaterville

MOUNT MURDOCH



SA A D SD NA

EVALUATION SUMMARY

Content is accurate.,,

Content has educational value.: - P'';t Content is free of stereotypes.

Rw::Purpose of package is well-defined.

. ... Content presentation is clear and logical.

: Graphics/sound/color are used appropriately.: Use of software is motivational.

p. ., Feedback is effectively employed.tir,ig:0NP *'%?..:V:: Learner controls rate and sequence.

r.

Instruction integrates with prior learning.agtr

...*. . ,,...., User support materials are comprehensive..Teachers can use package easily.

Computer capabilities are ased appropriately.

Programs are reliable in non.lal use

. .. Cony atible with other instructional material.

Teacher able to control program modifications.`'''' Alternative input is permitted.

Alternative output is permitted.;' . ?::: ,. Program has adequate record-keeping capability.

EVALUATED BY: Judy Quinn


69


pDECISIONS - DECISIONS

The program allows students to explorethe role of television in society. Theprogram promotes teamwork as variousissues are raised including: (1) the role ofspecial interest groups in influencingtelevision; (2) the role of government inregulating television and issues surround-ing freedom of speech; (3) the effectsof viewing violence on behavior; and,(4) the responsibility of people in themedia, including both program produc-ers and advertisers.

(STRENGTHS:

The program promotes thinking anddecision making skills, teamwork, anddiscussion. This program requires stu-dents to make decisions and then allowsthem to see the consequences of theirchoices. There are no right or wronganswers; rather the team is graded byhow well the show does compared to ob-jectives which were decided at the begin-ning.

The teacher guide gives lesson plans,discussion topics, and suggestions.

(WEAKNESSES:

The program uses stereotypes to makepoints. Students must be able to under-stand their use.

.71GGESTEDACTIVITITS-0

rwould use this program as a cooperativeactivity with the class in an exercise topromote discussion and decision makingskills.

70

A. Palmer

PUBLISHER:

Tom Snyder Productions

EVIEWER)

Andy PalmerThornton Academy

71

DECISIONS DECISIONS

EVALUATION SUMMARYSA - Strongly AgreeA AgreeD - Disagree


SA A D SD NA

Content is accurate.?::1 .,:

Content has educational value.

SU Content is free of stereotypes.Az::,4::::::::;:v.:::::...:.:: ...., Pu ose of acka_e is well-defined.

ip.,...:vivrT.A.,:: Content presentation is clear and logical..:my.,,:..*:: Graphics/sound/color are used appropriately.

,...,'[`0`.:,,$;,.,

Use of software is motivational.AowigtWor Feedback is effectively employed.

;*:.Learner controls rate and sequence.

:.i hstruction integrates with prior learning.., .

,,.--,- .. ,User support materials are comprehensive.: -


Computer capabilities are used appropriately.. , . ............

Programs are reliable in normal use.

''''',.. Corn atible with other instructional material.

:::?.,0 Teacher able to control program modifications.OiSitt ' Alternative input is permitted.

r;:-: ' Alternative output is permitted..k.

:

5;

.-. ...,... Program has adequate record-keeping capability.

EVALUATED BY: Andy Palmer

---F EDITED BY: L. Spenciner & L. Cohen

71

7 46'

READINESS


MOTOR TRAINING GAMES

The software includes several basic pro-grams designed to teach cause and effect,matching and tracking in a game format.The program can be activated by pressinga single key on the keyboard or by aswitch attached to the game port. Thesimplicity of tl; e program allows it. to beused with young children; however, thecontent would be age appropriate for olderstudents with severe mental or physicaldisabilities.

The individual programs include: (1)Random Tones: which can be used bystudents with low vision or who are blind;(2) Frog & Fly: which can be used todevelop cause/effect, scanning, eye track-ing; (3) Anti-Aircraft: which can be usedto develop cause/effect, eye scanning,eye-hand coordination (can be used atvarious speeds); (4) Tic-Tac-Toe: whichcan be used to develop social skills (twostudents can play the game, using open/closed apple keys or two switches).

(STRENGTHS)

The program can be used with studentswho are at various levels of motor/cogni-tive skill involvement. The program ishelpful in increasing motor planning, aswell as auditory and visual scanning skills.

The program may be operated by usingone or two control switches.

(WEAKNESSES:

Because the program must be rebooted toreturn to the menu, some students mayneed assistance to change programs.

Some of the graphics may be difficult tounderstand.

@JGriESTED ACTIVITIES.)

Some of the programs within this soft-ware allow students with severe disabili-ties to practice certain social skills suchas turn taking. Tic-Tac-Toe could be usedby two students who are working at abeginning level. It would be a goodfollow-up activity aftergroup discussion.

J. Keller

(PUBLISHER:)

Institute on Technology

(REVIEWERS:

74

John KellerLewiston School Department

Loraine SpencinerUniversity of Maine at Farmington

MOTOR TRAINING GAMES

SA - Strongly AgreeA AgreeI) - Disagree


SA A D SD NA

EVALUATION SUMMARY

:.: .:,:w.:-...,,,,....::,.......... ... Content is accurate.

::.:?,.!:,::,::::0::::.!

..03:; it-Content has educational value.

Content is free of stereotypes..... ,,..:0.4..::*:,.::, Purpose of package is well-defined.::Rim

m:,.:s: Content presentation is clear a2cLogical.eg:::in*m.:,,;: Graphics/sound/color are used appropriately.fo. ",

.. Use of software is motivational.:::::Msge ::-

g.I.Nrai Feedback is effectively employed.:::::..0.:e:::::::::::m Learner controls rate and sequence.

..:P.::::: .0,r:::%:,-::::4A.;00::.......k.,...,......-.. Instruction integrates with prior learning.

:k*:?,::::::: User support materials are comprehensive.

,Teachers can use package easily.


Programs are reliable in normal use

Compatible with other instructional material.::.::;;;IR.::::M:

!::::1.04:,.$:: Teacher able to control program modifications.m

Alternative in ut is permitted.::! m...

: Alternative output is permitted.:,::::: ,.yo. f,

o:.,:..z.,:..sv.,:...v, Program has adequate record-keeping capability.

EVALUATED BY: Loraine Spenciner

--- EDITED BY: L. Spenciner & L. Cohen

75


CREATURE CHORUS

The program is designed to introduce theconcepts of cause and effect and turntaking by using an interesting assortmentof monsters which make odd noises. Theprogram can be used as an introduction tothe computer for young children or as aninstructional program for older studentswho are low functioning.

The program is appropriate for young aswell as older students.

plement other instructional deviceswhich work on cause and effect such asswitches and battery-powered toys orequipment.

J. Keller

I would use this program with my stu-dents who are low functioning andphysically disabled when teaching cause/effect, attending to the screen, and track-ing objects on the screen.

Various input devices can be used with ICIJBLISHER:)this program including the Touch Win-dow, a single switch or the space bar on astandard keyboard.

CWEAKNESS ES

Graphic creatures may be too small forsome students.

UGGESTEDACTIVITIES:)

I would use this program with studentswho are cognitively and physically dis-abled. For some students, this would be afun, leisure time activity. I would use thisprimarily with one student, but two stu-dents could use the program together fortuni-taking and other social skill rein-forcement. The program can also sup-...-.

J. Keyes


(REVIEWERS)

76

John KellerLewiston Special Education Dept.

Jane KeyesGuy E. Rowe School

CREATURE CHORUSINMME111



SA A D SD NA

EVALUATION SUMMARY

Content is accurate...: ?, Content has educational value.

Content is free of stereotypes.v.:V,,..m.i'.:.;.0 Purpose of package is well-defined.

, ::::.:.

m.. ,.: Content resentation is clear and lo.tical.,5:z5:,%..,,:5.

..:?0,..,,,s..4%,f4

.::.:m..*.,,;:, Graphics/sound/color are used appropriately.I* Use of software is motivational.

Feedback is effectivel emlo ed.::.,5

1%:14..):. Learner controls rate and set uence.W.;::.;5:.,%.4v:::..s.,.:: Instruction integrates with prior learning.

-.:..ai.gM..i:. User sit. ort materials are corn rehensive.

.... .;,::Teachers can use package easily.



P Compatible with other instructional material.:.,.p;::',:5..,:.;:::r' Teacher able to control ro ram modifications.

:.:

Alternative in ut is ermitted.

:::.:. e'. Alternative output is permitted..:.:,..,..::,.E:*.0.. Program has adequate record-keeping capability.

EVALUATED BY: Jane Keyes


77



The software includes a number of ac-tivities at the readiness level. There arefour different sections including: (1)Sorting Fun: this consists of classifyingobjects by shape and color, (2) Count theShapes: this consists of identifying anobject from among similar objects havingthe same shape, size and color; (3) Matchthe Shapes: this consists of distinguish-ing relationships between objects havingthe same or different color, size andshape, and (4) What Comes Next: thisconsists of recognizing patterns by se-lecting the object that comes next in asequence. A student record feature isalso included. The program is best usedwith an Echo speech synthesizer for ver-bal directions and responses.

(STRENGTHS)

T he program contains clear expectionsand responses.

The material is presented in a way that isage appropriate for older students.

There is a variety of input devices whichmay be used including the PowerPad,Touch Window, Gibson Light Pen, andIntrovoice. The student records allowfor saving setups for specific students aswell as record keeping.

There are different difficulty levels ineach of the four menu choices. The syn-thesized speech is of good quality.

(WEAKNESSESD

The manual was not always clear con-cerning the use of the student recordsection.

The simple, uncluttered screen and clearresponses may leave some children boredif they are used to arcade type reinforce-ment.

1This software includes several readinessareas across curriculum areas. Afterreviewing this program, I would use it aspart of the math program to help in teach-ing patterns and sequences. It could alsobe used in other readiness activities fo-cused on colors, shapes, and sizes.

S. Reilly14411,11

(PUBLISHER:

Marblesoft

78

Susan ReillyAuburn School System

!MX. 'N MATCH



SA A D SD NA

EVALUATION SUMMARY


Content has educational value.e



Content resentation is clear and lo ical.

. Graphics/sound/color are used appropriately.rr

%....

..:::::::. Use of software is motivational.

, Feedback is effectively employed.,...

Learner controls rate and unce, .Instruction integrates with prior learning.

'MaUser su ort materials are corn rehensive.Teachers can use package easily.

......-....Computer capabilities are used appropriately.

...,::..,.:.: Programs are reliable in normal use

.., Compatible with other instructional material.

Teacher able to control ro rani modifications...



.:.:.......... . .Program has adequate record-keeping capability.

EVALUATED BY: Susan Reilly

EDITED BY: L. Spulciner & L. Cohen


EARLY LEARNING I

The program focuses on matching colors,learning shapes, counting numbers andmatching letters. The lower levels ofmatching colors and shapes allow thestudent to see the colors displayed on thescreen and to see the effects of experi-menting by pressing the labeled keys. Onthe higher levels, the student is asked tomatch what is presented on the screenwith the labeled keys. When the optionalspeech synthesizer is used, the programsuse speech to help the student learn thecolors. Without speech, the program usesrecognizable sounds and a flashing cursoron the screen to prompt, correct and re-ward the student.

(STRENGTHS)

(WEAKNESSES)

Correct response feedback may not bemotivating enough for students who arelow functioning.

SUGGESTED /. CTIVITIES:)

This program could reinforce direct class-room instruction. The program optionswould allow the teacher to set the displayto only the material which is at the child'sindependent level of mastery.

J. Keyes

Q3UBLISHER:

MarblesoftThere are options to change the range of

(REVIEWERSDcolors, shapes, numbers or letters to bepracticed.

If you use the Echo speech synthesizer,the student's name can be entered so thecomputer will call the student by nameafter a correct response.

This program can be used with a PowerPad.

The program can be used in a yes/no modewhich may be easier for students withphysical involvements.

80


Shelia SylvestreMargaret Chase Smith School

Si)

CEARLY LEARNING I



SA A D SD NA

EVALUATION SUMMARY

:,...vi Content is accurate..ks..:*:...i.,..4.:..: Content has educational value.

MON Content is free of stereotypes..:mon;::::::::::.::Un Purpose of package is well-defined.

:.:p.., Content presentation is clear and logical......,.....,.. -1



::, ::,'A: Feedback is effectively employed.

Learner controls rate and sequence.-c.c.-

..:!:::.z,.,...;,.....,.::::.,..g.p:nx....:::::::::::::::M::;:: Instruction integrates with prior learning.,:<;k:::k:::::::::::::*,

User su 'on materials are corn rehensive.0..4 Teachers can use package easily.



Compatible with other instructional material....:.:,....:x:::..:.:0.:,:::....:.:.::...i.. Teacher able to control ro ram modifications..........:.,...::.*::,:...

Alternative input is ermitted.

.. ... Alternative output is permitted.


EVALUATED BY: Sheila Sylvestre


81


JUGGLES RAINBOW

The program has three games to help achild learn above/below, left/right, and acombination of these concepts. The firsttwo games have sections that allow forpractice and then a section to follow di-rections. The final game addresses lettershapes (b, d, p, q).

(STRENGTHS:

The child does not have to press just onekey to obtain a correct response; all keysin a specific section of the keyboard willgive the same response.

The program uses bright colors.

The program uses a very simple concept.

y EAKNETSTS:)

If a key is pressed too quickly, no re-sponse appears on the screen.

Some of the color changes are subtle.

The program has fairly limited use sinceonly a few concepts are presented.


I would use this to reinforce the conceptsabove/below and right/left which hadbeen :earned in class. Application wouldbe limited to these concepts. With twostudents, I would let them take turns,during both practice session and follow-ing directions. I would have a tutor workwith the children until I was sure that theyunderstood how to do each game. Thesoftware could also be made available touse during a free time activity for rein-forcement.

M. Normancn,

PUBLISHER)


(REVIEWER)

Mercie NormandBrunswick Public Schools

-//,'

JUGGLES RAINBOW

SA - Strongly AgreeA - AgreeI) - Disagree


SA A D SD NA

EVALUATION SUMMARY

T, ' Content is accurate...: Content has educational value.

,: 'z...., Content is free of stereotypes.n. :.% . Purpose of package is well-defined.

..'!q::: --, ,,... Content presentation is clear and logical...., .:..4 .,.

Graphics/sound/color are used appropriately..:.:..,::4:,, 5:.

.

.... .. Use of software is motivational.

:55., ' Feedback's effectively employed.:$01:ill Learner ( Atrols rate and sequence.

..,.

I NInstruction integrates with prior learning.

:.*\ User su sort materials are corn rehensive.Teachers can use package easily.

Con -puter capabilities are used appropriately., Programs ale reliable in normal use

AO Compatible with other instructional material.

:, m Teacher able to control program modifications.

Alternative input is permitted.'.:., ,::5:

00W4t:NNK:?! Alternative output is permitted.

ef: Program has adequate record-keeping capability.

EVALUATED BY: Mercie Normand


$3

c,)

SUGGESTED ACTIVITIE13


STICKYBEAR OPPOSITES

Stickybear familiarizes children with theconcept of opposites. A colorful pictureand the word is introduced. To view theopposite picture and word, a key is pushed,(number 1 or 2). A child may display apair of opposites as often as desired (beforemoving to another set). There are noincorrect responses. The package alsoincludes a picture book and poster.

(STRENGTHS

The pictures are colorful and accompa-nied by sound .

The child can -ase either a keyboard or apaddle.

To use the keyboard, the child must onlyneed to know 1 and 2.

The words are used more than once withd fferent pictures.

The book and poster reinforce the con-cepts presented.

WEAKNESSES

There are none identified; however, theaddition of speech output would be bene-ficial.

I *1I would use this program in a learningcenter to reinforce the concept of oppo-sites, which is part of my first gradecurriculum. This program demonstratesopposites in a unique way.

The list of opposites in the program aredifferent than the ones in the readingseries used in my school. This pm- yamwould enhance studentvocabulary as wellas reinforce the curriculum.

J. Clifford Cohn

This software is also a good program touse with beginning computer users as adiscover disk and to show the user causeand effect when pressing the keys.

S. Sylvestre

(PUBLISHER)

WeeklyReader Family Software

REVIEWERS:

Judith Clifford CohnHampden Meadows School

Sheila SylvestreMargaret Chase Smith School

84

STICKYBEAR OPPOSITES



SA A D SD NA

EVALUATION SUMMARY

ii;, Content is accurate.5;. , :, . Content has educational value.

::?. Content is free of stereotypes.m Purpose of package is well-defined.




Feedback is effectively employed.:,.. Learner controls rate and sequence..::,.:::::av Instruction integrates with prior learnint.

toi,, User support materials are comprehensive.

Teachers can use package easily.:::: Computer capabilities are used appropriately.

0P;Me;s Program is reliable in normal use,.. ,

Com atible with other instructional materials.

igui Teacher is able to control program modifications.*,..0


1:N5. : ;: Alternative output is permitted...,,...:::,.,.. Program has adequate record-keeping capability.

EVALUATED BY: Sheila Sylvestre


85


FOLLOWING DIRECTIONS: One and Two Level Commands

The program is designed to improveshort term and long term memory and tohelp the student learn to follow directionsof increasing complexity. It uses severalanimated characters (bear, bird, elf, etc.)that the student "manipulates" by placingin a variety of locations to complete thecommands given orally using an Echospeech synthesizer.

(STRENGTHS:

The screen display is uncluttered.

There are various program options whichmay be set by the teacher.

A variety of input devices may be chosenwhich allows the program to be used byindividuals with a wide range of physicalabilities.

(WEAKNESSES:)

There was no indicator in the beginningof the documentation or on the screenconcerning how tomove the animals withthe keyboard.

The student must know the meaning ofthe prepositions used (in front, behind,beside, etc.).

The program does :lotsave the parameterchanges so a student's program must beset up each time.


I would use this software as an extra,perhaps free time activity to assist a childwho is having trouble following direc-tions. This would provide the student thechance to move from single commands totwo-step directions and to practice with-out getting mixed up in front of the wholeclass. It can readily be adapted to thechild's level. I might also use it to rein-force spatial and directional concepts ofabove/below; upper/lower; right/left; infront of/in back of; next to; through/un-der; behind/beside or between, eventhough that is not, the stated intent of theprogram. My students with physicalhandicaps could use this program to prac-tice single switch operation while follow-ing simple commands.

M. Normand)

(PUBLISHER:)


CITEVIEWER:)

Mercie NormandBrunswick Public Schools

86

FOLLOWING DIRECTIONS: One and Two Level Commands



SA A D SD NA

EVALUATION SUMMARY

,::::::.,:v:.,:,::,.,.....::..... ::.I..:. Content is accurate.

Content has educational value.::::..:::

-,:::::,,,,:i:::6:::, Content is free of stereotypes.

W,.:.:......:: Purpose of package is well-defined.Iii*'.,,..'

...: ...:::4:::*Content presentation is clear and logical.

PIN.: Graphics/sound/color are used appropriately.

Use of software is motivational.:...:..::;:<.::::.:::::,

-.3::::,:, ::0::Inl: Feedback is effectively employed.

:409 Learner controls rate and sequence.

, .?4*:: vi Instruction integrates with rior learnin .


..w.:.:.;::0: Teachers can use package easily...-.'

03: Computer capabilities are used appropriately..s;''' Program is reliable in normal use

i..: Com atible with other instructional materials.

Teacher is able to control program modifications.

Alternative input is permitted.:$,...,,rs,..:::. Alternative output is permitted.

:.: ,:).5v:i.s;.,..§....,:i.::.::::?.. Program has adequate record-keeping capability.

EVALUATED BY: Mercie Normand


87

C "71/4...;"

(WEAKNESSES: )


Five games are included in this programwhich utilizes simple key strokes (left/right arrow keys, space bar, and return).The games are arranged in order of easi-est to most difficult and include variousmatching activities such as matchingdinosaur shapes (easy) and matchingdinosaurs to what they eat (more diffi-cult).

Correct responses are accompanied by rimusical tone and there is a dinosaur pa-rade at the end of the game.

STRENGTH

Correct responses are reinforced with alittle song and the dinosaurs' dance.The documentation provides suggestionfor additional dinosaur activities: 1)dinosaur puzzle, 2) dinosaur puppet, 3)make a fossil, and 4) pretend you are aBrontosaurus.

The computer makes no response when awrong choice is made. It does not providemuch instruction on dinosaurs.

GrapHcs are small and not well definedfrom the background.


This program would not bemy first choice.I would choose a program that gave moreinformation about dinosaurs and maybehad speech output to reinforce the pro-nounciation of the names of the dinosaursas well as other information about them.

S. Sylvestre

This program may not hold the interest ofyoung children. I used the program withone 5-year-old child who needed noexplanation to use the disk (he's a com-puter user). After playing each game, hehad no desire to do it again.

R. Houghton

Advanced Ideas Inc.

CR-EVIEWEI

88

Sheila SylvestreMargaret Chase Smith School

Rosemary HoughtonItinerant Teacher Visual ServicesDHRSWaterville



SA A D SD NA

DINOSAURS

EVALUATION SUMMARY

.%,..:::::::::.:*:,...s:::::k4:

. . ...::::x:: Content is accurate.* Content has educational value.

.,:.A.,..:,,::, Content is free of stereotypes.


Content presentation is clear and logical... .:.:.

,. ,... Graphics/sound/color are used appropriately.

Use of software is motivational.:,.",z4 :...4...., Feedback is effectively employed.


Instruction integrates with prior learning.....;

User support materials are comprehensive.:-:§..0:a.::::.wo::::eme::,,..v...:::::.::::::

...,Teachers can use package easily.

..g.....4. Computer capabilities are used appropriately.:.: ;....'- Program is reliable in normal use.

::::., :<......:.

:':-:-... Compatible with other instructional materials.

Teacher is able to control program modifications...:

Alternative input is permitted......:..k ...: ,, Alternative output is permitted.

i::::;:mpg:::::: Program has adequate record-keeping capabilit .

EVALUATED BY: Rosemary Houghton


89

READING


TOUCH-N-WRITE

The program uses a Touch Window toprovide self-directed practice in manu-script handwriting. The program includescorrect direction and order of strokes andletter formation. The Touch Window isused to build letter recognition and visu-alization skills through kinesthetic expe-riences. It is also used to reinforce read-ing eye movement skills top to bottomand left to right.

This program also includes teacher op-tions. One option allows the teacher toenter a customized list of sight words (orspelling words) which the student couldthen practice with a multisensory ap-proach.

STRENGTH

Left and right handed persons are takeninto consideration.

The program gives an example of how tomodel each letter.

Students can choose the color they wishto use to trace the letter.

The program consists of beautiful graph-ics and colors. There is a break in be-tween each lesson to paint a coloringbook. The program is a lot of fun.

(WEAKNESSES)

If the letter is traced incorrectly, the com-puter automatically finishes it for thestudent. A hand slip is read as an incorrectresponse, and the program finishes theletter.


After a class lesson, I would use theTouch-n-Write software program as a re-inforcement for the students. If a studentis having trouble with the paper and pencillesson, I would let the student work withthe software package more often underthe guide of an aide or a helpful student.It would provide interesting and excitingactivities for reinforcement.

D. Corbin

q3UBLISHERD


(REVIEWER)

92 or' I

Dianne CorbinStudentUniversity of Southern Maine

.

TOUCH-NWRITE



SA A D SD NA

EVALUATION SUMMARY


Content has educational value.::::. Content is free of stereotypes.

:';': I Purpose of paje is well-defined.$1i.%

...

. Content presentation is clear and logical.

Graphics/sound/color are used appropriately.::......:p..., m ,.:;n4.: Use of software is motivational.

Feedback is effectively employed..:,,

.... ,r,,,, Learner controls rate and sequence..; 4;: Instruction integrates with prior learning.

.,,,...,,,,,,,,::.,,,,koe,. User support materials are comprehensive..:::i..4m:ni :n............ Teachers can use package easily.

g.:*.ZiiikV;' Computer capabilities are used appropriately.:::' AN .4..

Programs are reliable in normal use:i::::,.:,.::

...,,,::.: Compatible with other instructional material.

Teacher able to control program modifications.,..

I input is permitted.

Alternative output is permitted.:' Program has adequate record-keeping capability.

EVALUATED BY: Dianne Corbin


93


p

SOUND IDEAS, EARLY READING SPEECHWARE

Sound Ideas is a phonics program de-signed for K-3rd grade students. Thesoftware combines computer-generatedspeech, graphics, and print (text onscreen). It provides individual, self-paced learning experiences that are rein-forcements to classroom instruction.

(STRENGTHS:

The addition of synthesized speech to thisphonics program helps reinforce class-room instruction.

The speech is better than most basicrobotic speech.

The program includes written words alongwith picture and ver oal description.

The reacher can stop the program byusing CTRL/C. The program then storesand displays studert performance up tothat point.

(WEAKNESSES)

At times, the speech is unclear or it is dif-ficult to differentiate between two words(e.g., fry/fly).

The student can use H-key to have thetarget word repeated but not the three"choice words" given.

(SUGGESTEDACTIVITIES:

The following activities are suggestionsof how I would use the program within alesson designed to introduce students tobeginning sounds.

During the introduction to this lesson, theteacher will pull objects from a duffle bagwhich begin with the letter "n", as aknitting needle, newspaper, necklace, andnickel. The students will be asked toidentify the sound that each object has incommon. Only beginning sounds will beconsidered at this point. When the stu-dents determilY/ that the sound is "n", wewill move on to the next point.

The teacher will continue to show physi-cal objects beginning with the letter "n"but will introduce a few objects which donot begin with "n." Students will beasked to discriminate. The sound of "n"is repeated frequently throughout thelesson. Students are then asked to pro-vide words they can think of that beginwith "n" and a list is printed on the board.Children might draw pictures ofa few ofthese items drawing a letter "n" some-where on their papers.

C t)95


SOUND IDEAS, EARLY READING SPEECHWARE (continued)

Children might then have a worksheetwith pictures of objects beginning with"n" and some which do not. They circlethe correct choices. Instead of this prac-tice, however, I would insert the com-puter program, Sound Ideas by HoughtonMifflin, which both instructional innature and provides practice. They wouldbe guided through the beginning of theprogram and left to do the rest as anindividual activity or, preferably, smallgroup practice in cooperative learninggroups.

Sound Ideas follows the same presentingformat as I would have begun in class.The letter is shown and the sound given.There is a picture shown of an object suchas a newspaper and then three otherchoices. The child is asked to selectanother picture that begins with the samesound as newspaper. When all five ex-amples are completed, the program be-comes more difficult. Next the student isgiven the name of the letter and the samepicture choices. Eventually, the words ofthe objects appear under the pictures.When the exercise is completed, the stu-dent is directed to a workbook. At thispoint, I would stop the program. Eachletter covered could be likewise rein-forced with this program.

C. Seamon

(PUBLISHER:

Houghton MifflinEducational Software Division

PREVIEWERS )

Judy QuinnWaterville, Maine

Carole SeamonLivermore Falls Primary School

96

SOUND IDEAS, EARLY READING SPEECHWARE



SA A D SD NA

EVALUATION SUMMARY

K't . *i Content is accurate.400.::

.:::M:: Content has educational value.

Am Content is free of stereotypes.



. Graphics/sound/color are used appropriately.

Use of software is motivational.>f{ #f1 Feedback is effectively employed.

,.,, ,:<' Learner controls rate and sequence.,..0,.::::::::i,52,...4,..?;,,,,,,, Instruction integrates with prior learning.O User support materials are comprehensive.

* -: Teachers can use package easily.Illi. Computer capabilities are used appropriately.

Program is reliable in normal use.1 Compatible with other instructional materials.

,Ar.,...,

Teacher is able to control program modifications.

R.. Alternative input is permitted.:.:N: Alternative output is permitted.* :4$.;:, ! 4.

4Program has adequate record-keeping capability.

EVALUATED BY: Judy Quinn


97


WORD PIECES #3

The software encourages children to in-vestigate how to make words out ofletters. This program uses three differentword endings: -ub, -ig, and -ow. Afterselecting one of the word endings, thechild is given a choice of letters to go withthe word ending. When a letter is selectedthat makes a word, the completed wordflashes, musical sounds play and a color-ful, animated illustration of the word isshown. If a letter is selected ielich doesnot make a complete word, a blotch ap-pears and the computer beeps a flat tone.

(STRENGTHS:

This program has good color and sounduse. The illustrations are clear for con-crete words. The child has a choice ofendings from which to select. The childhas to think in order to play the game suc-cessfully. The program carries out thestated objectives.

(WEAKNESSES:

The illustrations for some words aremissing aad the child is instructed to aska parent or teacher for the meaning (e.g.,nub). Some complete: words are treatedas non-words (e.g pub).

formed (e.g., ub = cub, the illustra-tion is a bear, not a cub).

The package cover is misleading. Apuzzle of three letter words appears onthe cover. The program does not includeany puzzle game.


The program could be used for individualinstruction, practice or as a free timeactivity fora child who knows the soundsused in the program.

A. O'BrienI would not purchase this program for aclassroom of younger students. The pro-gram lets surrounding children know theuser has made a mistake, and the mistakeblot can be amusing to younger students.One child who was observed using theprogram enjoyed making errors in orderto see the ink blot which the programdisplays to indicate a wrong choice.

S. Ward-Pistone

(EUBLIS HER.:

Compu-Teach, Inc.

(REVIEWERS)

The child needs someone with a knowl-edge of phonics to guide the interpre-tation of the ending sounds and to cor-rectly match the illustrations to the word

E. Ann O'BrienMarcia Buker School

Stephanie Ward-PistonePettingill Elementary School86

71,

L.-71-37°---771 -

,

WORD PIECES #3


SD - Strongly DisagreeNA - Not Appliclble

SA A D SD NA

EVALUATION SUMMARY

..:::, Content is accurate.- :,: , Content has educational value.

A.:::

.s::

..:.



. .. .Content presentation is clear and logical.

Graphics/sound/color are used appropriately.A Use of software is motivational.

.,,woe ,Feedback is effectively employed.

0

Learner controls rate and sequence.I

Instruction integrates with erior learninl.,4:,?:f..4 User support materials are comprehensive.

> .qiiii Teachers can use package easily.

-es?...

......Computer capabilities are used appropriately.

..,::M.: Program is reliable in normal use.

4a.;:ia ,.::N:::::.:'::.::5.::

....Com atible with other instructional materials.' Teacher is able to control program modifications.

tee.*Ok',ki

44:of0.*K*4004-----...,::$.,....::.:::::'

Alternative input is pemiitted.


.. , '.:k. : Program has adequate record-keeping capability.

EVALUATED BY: Stephanie Ward-Pistone


99


LWORD LADDERS

According to the documentation, theobjective of this program is "to provide anenjoyable way for students to drill onphonetic features of word families withword meanings as clues." There areteacher options which allow for programmodification. Program puzzles may beprinted and there is record keeping capa-bility.

@RENGTHSD

There are 100 puzzles. The teacher candesign six puzzles. There is an option toprint puzzles.

The program maintains student records.

(W.tAKNESSESD

I have used this program with three dif-ferent fourth and fifth grade studentswith learning disabilities and found thatthey needed input from the teacher tocomplete any puzzle.

The option to modify the program bydisplaying stimulus letters was not help-ful to my students.


The time necessary to modify clues witha sentence &es not make this programrealistic for my students.

C. Slegona

(PUBLISHER:

Hartley Courseware, Inc.

(REVIEWER)

Cyrene SlegonaHiram Elementary School

100

' t's 1,24.t.1^ .. a



SA A D SD NA

WORD LADDERS

EVALUATION SUMMARY

4'.<:::A;,.4:,.:::.:::&::.::::: Content is accurate.

Content has edicational value..,..

.. Content is free of stereotypes.

50 Purpose of package is well-defined.1

. _.



Use of software is motivational.to Feedback is effectively emplo ed.

00.0a Learner controls rate and sequence.




Computer capabilities are used appropriately.%:,;.$:::*, ' Program is reliable in normal use.

Compatible with other instructional materials.,...,.:..

Teacher is able to control program modifications.,,: Alternative input is permitted.


..,::.......;;.:z.:.s.* Program has adequate record-keeping capability.

EVALUATED BY: Cyrene 3legona


101

cr

"4.4;

. _


HINT AND HUNT I

I lint and Hunt I is described in the teachermanual as appropriate for students withspecial needs in grades two through six.However, this program could be usedwith many reading/language studentssince it is designed to develop auto-maticity as well as accuracy and wouldcontribute to improved reading speedandaccuracy. The program focuses on vowelsounds.

The pretest/posttest can be used to deter-,mine a baseline andmeasure student gains.

(TRENGTHS)

Its most obvious advantage is the synthe-sized speech, which provides sound-sym-bol practice without direct teacher in-volvement. The highly motivating ap-peal of the computer plus the combina-tion of written and spoken stimulus makesthe program muchmore effective than theusual phonics workbook.

(WEAKNESSES)

The Echo speech synthesizer is not a highquality synthesizer and some sounds inisolation may be difficult to understand.


Hint and Hunt I contains ten levels, eachwith corresponding black line master ac-tivity sheets.

Level 1 could be used with students whohave had no instruction in long vowelsounds, such as one group of my studentswhich worked through the beginninglevels of Recipe for Reading last year. Iwould give direct instruction in the voweldigraphs "oa" and "cc" before level 2 and"ai" before Level 3. Before using Levels9 and 10, I would give direct instructionin "oi," and simultaneously or shortlyafterwards I would teach the "oy" spell-ing of the same sound.

I would begin use of the program byasking a small group (four or five stu-dents), to join me in a demonstrationgame of Hint. After booting up the pro-gram and observing the opening graph-ics, I would demonstrate the use of thespacebar to complete moves after thechoice is made by touching any key. ThenI would select play "Hint" and ask stu-dents to name the vowel to be chosen.

102

'.74.77sr


I would give each student a chance tomove the cursor while the others observe.

After each student has had an opportunityfor guided and independent practice withHint, probably over a period of severaldays, I would then convene the group fora demonstration game of Hunt. BecauseHunt requires a slightly different use ofthe keyboard, I would preteach the cursormoves using the letter pairs "n" and "b" or"h" and "g" or "y" and "t." I would alsopreteach the "wild card" concept, askingif any of them had ever played gamessuch as Canasta in which there are "wildcards," and explaining that in this gamethey will have to give a vowel sound forany wild card they use.

Moving directly to the menu by pressingany key, I would demonstrate the selec-tion of "Play Hunt," pointing out that thewords will be the same as the "Hint"words at the same level, that each gamehas three little "men" to be moved aroundthe screen, that the space bar "captures"words, and that the score is indicated inthe score box. I would also demonstratethe use of the number keys for a repeatpronunciation of the target word and howcorrective instructional feedback is givenwhen an error is made. Finally, I wouldshow students how to select the speed at

twhich words must be captured.

,As with "Hint," I would allow someguided practice then independentpractice, reminding students who havedifficulty with "Hunt" to repeat the "Hint"game at the same level. I would providethe score sheets for recording of theirscores, encouraging students to try toimprove their own times rather thancompeting with each other, althoughcompetition would no doubt take place! Iwould also provide the activity sheets foradditional practice where needed. Bothby informal observation and recording ofscores on the Teacher Record Form, Iwould monitor student progress and planreteaching or advancementas appropriate.

Simultaneously with these decoding ac-tivities I would, of course, be sure stu-dents experience similar words in mean-ingful language experiences, good booksand/or their own writing. I think that Hintand Hunt, set in the context of appropriateinstruction and interesting language ex-periences, would contribute significantlyto my resource room reading program.

Since there are no CVCe words in-cluded in Hint and Hunt I, I would have toprovide both direct instruction and ade-\.

103 /°

A SOFTWARE GUIDE FOR THE sus4#. Illus. trwR

(quate practice in that sound-symbol as:sociation with other curriculum materi-als. I like to use the "layer cake" methodfrom the Stevenson program for this skill.Kottmeyer's "Conquests in Reading"provides good word lists for this skill,and I have a Doich game which providesgroup practice. Another possibility forsuch practice would be the Word Munch-ers program from MECC, with the teacheroptions set for long and short vowelsounds words at the easy level. (Thisgame requires recognition of CVCe andCVVC words that have the same vowel

`sound.) J. Ives

(PUBLISHER)

Developmental LearningMaterials

(REVIEWER:)

Jane IvesNathan Clifford School

104 10w

? _ -..-?

4111111111101111.

HINT AND HUNT I



SA A D SD NA

EVALUATION SUMMARY

.......Content is accurate.

,.,;. 4. Content has educational value.

n. ?:Content is free of stereotypes.

Purpose of package is well-defined.kci:,- Content presentation is clear and logical.

",:' Graphics/sound/color are used appropriately.


Feedback is effectively employed.Learner controls rate and sequence.

Instruction integrates with prior learning.4:. ril

User support materials are comprehensive.Teachers can use package easily.

NOM Computer capabilities are used appropriately.,.:. Program is reliable in normal use:- IN

Com 'atible v, ith other instructional materials.

Teacher is able to control program modifications....... ,. ............


Alternative output is permitted.:.,,,...,..:.:

:

4;.A::,:.....,. Program has adequate record-keeping capability.

EVALUATED BY: Loraine Spenciner


105103


1111111106-

READING COMPREHENSION EARLY READING SPEECHWARELISTEN AND LEARN SERIES LEVEL I

..wwwwwirmoulonsuir

The software provides instruction andpractice in reading comprehensionthrough the use of an Echo speech syn-thesizer. The program allows the user toselect a Fpecific story from about ninechoices. The text of the story is presentedwith a few sentences per screen and is fol-lowed by one or two literal level ques-tions. The student is provided with threechoices to answer each question. If anerror is made, a helping question is dis-played which will lead the reader to thecorrect answer. When the correct answeris given, the portion of the text to whichthe question referred is highlighted. Thisformat continues until the story is fin-ished. A picture illustrating each sectionof the story appears with the text. Eachstory focuses on a particular comprehen-sion skill (understanding sequence, pre-dicting outcomes, understanding wordreference, following directions, drawingconclusions, cause and effect, main ideaand details, and making inferences).

G-TRENGTI-TiD

The text is presented in small, manage-able units.

The text can be read to the student, ifnecessary, by using the speech synthe-sizer.

Once a question is answered correctly,information is highlighted in the text toallow students to confirm their answers.

The correctionprocess involves a branch-ing technique to help the reader arrive atan answer to a particular question thatwas missed. The student is not simplycorrected, but a clue is given and high-lighted in the story.

The program occasionally asks an infer-ential level question without a screendisplay, so that the studentcan think aboutit independently.

The documentation containsa chart whichexplains when to use certain lessons inconjunction with some popular readingseries.

(WEAKNESSES:

The language is extremely stilted, simi-lar v.- traditional basal readers.

Graphics often give away the answer, sothe student does not have to read to an-swer the questions correctly.

As a reading teacher in the primarygrades, my initial reaction is that I would

107.04

41.


READING COMPREHENSIOIN LEVEL I (continued)

nat use his program. I found the contentappropriate as far as reading level wasconcerned, but rather dull and ineffectivein areas of skill and motivaiton. Also, Idid not like the very factual/literal man-ner of teaching comprehension which theprogram presents.

For me to endorse a piece of readingcomprehension software, it would needto include higher levels of comprehen-sion questions, as wellas better literaturein the stories. A. Guppy


I would probably use this program toreteach certain comprehension skills.

After the students become comfortablewith the program, they could work inde-pendently or in small groups withoutsupervision because the Echo reads forthem. I think this program could alsotrain students to visualize while readingbecause of the animated pictures.

P. Dupill

I would love to have this for use in theclassroom because of its potential toteach and reinforce skills as well as pro-vide motivation to reluctant readers. Iwould like to be able to project it Jr' a

large screen fcr the entire class. It couldcertainly be used byan individual studentor group of two. In that case, there couldbe practice of oral reading for expression.It would be a good follow-up in a wholelanguage program. This program couldbe used also as a reading center activity.

E. Green

(T'UBLISHER:

Houghton Mifflin Company

(REVIEWERS:

108


Ethel GreenBrookiin Elementary School

Paula DupillRumford Jr/Sr High School

105

1111...TM=111,014.11

READING COMPREHENSION EARLY READING SPEECHWARE



SA A D SD NA

EVALUATION SUMMARY

,..........,Content is accurate.

Content has educational value.>

.....Content is free of stereotypes.

`+ Purpose of package is well-defined.



Use of software is motivational.___......._

Feedback is effective! em lo ed.Learner controls rate and sequence.

Instruction integrates with prior learning...., ', User su port materials are com . rehensive.

s

fin! Teachers can use package vity.IL

Computer capabilities are used ap sr° .riatety.:... mc, Program is reliable in normal use

.:

s..

..., Corn atible with other instructional materials.s

,..).,*, - .A-.... ,. .,,. . Teacher is able to control pro: am modifications.

410:6!.'( Alternative input is permitted.....:,.,. ,.....,...0,

..... .,.......,,, Alternative output is pemiitted.


EVALUATED BY: Andrea Guppy, Ethel Green & Paula Dupill


ri109

V`:


TIM AND THE CAT AND THE BIG RED HAT

The program consists of nine short sto-ries for beginning readers about a fat catnamed Avis and a character named Tim.Each story includes descriptive picturesfollowed by several questions. Ifa ques-tion is answered incorrectly, that part ofthe story is retold.

STRENGTHS:

Students can read the story or have itread to them with an Echo or Ufonicspeech synthesizer.

The program is very simple to use.

The program tracks the progress of up toten students.

The program offers visual and auditoryreinforcement (auditory at early levels).

GVEAKNESSES:)

There are only two answer choices foreach question.

(UGGESTED ACTIVITIES:

Since this pro:Tram stresses CVC wordsand uses many of the short "a" wordsfound on the Dolch word list, it could beused for a direct instruction activity aswell as for guided and independent prac-tice.

L. Joiner

110

PUBLISHER:

Hartley Courseware, Inc.


7

TIM AND THE CAT AND THE BIG RED HAT


SD - Strongly DisagreeNA - Not A ;'plicable

SA A D SD NA

EVALUATION SUMMARY

n?..,-.::,.,.:: Content is accurate.

:.,,,.4,:i.::

.... ... Content has educational value..

*40:::? Content is free of stereotypes..

Purpose of package is well-defined..,.... '..;'::' , Content presentation is clear and logical.

Graphics/sound/color are used appropriately..,.:..::......,,

;.' Use of software is motivational....

, :.;., :::::,: Feedback is effectively employed.*OK Learner controls rate and sequence.

40 Instruction integrates with prior learning.are User support materials are comprehensive.VN. Teachers can use package easily.

"Till '< -:<:'>In


Proaram is reliable in normal use

Con) )atible with other instructional materials.Ina

'reacher is able to control program modifications. AlwillAlternative input is permitted.

..,....*:,..4m:<.::.\:.....,...,

,:: Alternative output is permitted..::;:

.r::..,..... Program has adequate record-keeping capability.

EVALUATED BY: Leesa Joiner


111

103


vi;".11,1-V7!


SURVIVAL WORDS

The program is designed to increaseword recognition skills for older studentsby using a basic vocabulary common to alife skills curriculum.

STRENGTHS:

There is a good selection of words com-monly found in functional vocabularylists,. a visual demonstration of wordsthrough animation, and a unit review.The program is self-paced and providesimmediate feedback. It reinforces acorrect response by saying "great" (Echospeech synthesizer). An incorrect re-sponse results in "try again" and the wordand graphic are repeated.

(WEAKNESSES.)

There is no capability for adding words.The program may be too slow-paced forsome secondary students. The user mustgo through all the words before stoppingthe program; there is no provision to"escape."

(REVIEWERS:

Shirley BabbBuckfield Jr/Sr High School

Hof the words used in this program couldbe placed on cards and used in the ap-propriate places in the resource room foradditonal reinforcement.

S. Babb

I would find the program useful with mysecondary students. We workon survivalskills throughout the year with flash-cards, pictures, and field trips. This pro-gram would be an excellent reinforce-ment and it could be used fcr individualpractice because each word can be heardthrough the speech synalcsizer. Studentswould identify the word and then checktheir work with the speech synthesizer.This software also can be used in a di-rected lesson letting each stud?..nt take aturn moving the cursor. In addition, theprogram could be used before doingword cards as a review or as a posttestto reinforce spelling and reading of thewords.

1/4B. Vogel

(PUBLISHER:

The Conover Company

This program is very useful for introduc-ing, reinforcing, and evaluating sightrecognition of common words. Many ofthe words are also included on the Bri-sance and DLM Survival Words. Many

112Brenda Vogel, StudentUniversity of Southern Maine

1 G

SA Strongly AgreeA - AgreeI) - Disagree

SI) Strongly DisagreeNA - Not Applicable

SA A D SD NA

EVALUATION SUMMARY

:..: Content is accurate.:.',.,:p ; Content has educational value.

:::$1"::,A, Conte ot is free of stereotypes..::.;

{. Pu ose of acka e is well-defined.110 . Content presentation is clear and logical.

Graphics/sound/color are used appropriately......... Use of software is motivational.

.

ii ...... Feedback is effectively employed.rt5.,:,:

Learner controls rate and sequence.*. ::,6.44 .) Instruction integrates with prior learning.

.;:::' I User support materials are comprehensive.. Teachers can use package easily.

ii .,Computer capabilities are used appropriately.

,

Programs are reliable in normal use

'241 Compatible with other instnictional material.

... *" Teacher able to control program modifications.

:a.i.:;: Alternative input is permitted.

Alternative output is permitted...

..,.).e .. Program has adequate record-keeping capability.

EVALUATED BY: Brenda Vogel

EDITED BY: L. Spend= & L. Cohen

113

110

A SOFTWARE GUIDE FOR THE SPECIAL EDUCATOREdited by L. Spenciner & L. Cohenr

PAINT WITH WORDS

Paint With Words allows students to cre-ate pictures from words. Students choosewords from a given list, move the wordto the background, and press the spacebar to change the word to a picture.When the picture is complete (using oneor more words), it can be printed or saved.

(STRENGTHS:

Paint with Words is fun! It reinforcesword recognition and encourages expres-sive language. In addition, it is simple touse. There are 124 words from which tochoose.

(IVEAKNESSED

None identified.


I would use Paint With Words with myhigh school students who have moderateto severe special needs to encourage anddevelop expressive language. I wouldhave a student create a picture and thenwrite a story about the picture. Thepicture would be printed and shared withthe class. Pictures with stories could bedisplayed on bulletin boards.

B. Hazen

OUBLISHERD

Minnesota EducationalComputing Corporation

(REVIEWER:)

Beth HazenKennebunk High School

114

1111111.'

PAINT WITH WORDS11111M10111111,

SA - Strongly AgreeA - Agree0 - Disagree


SA A D SD NA

EVALUATION SUMMARY

A.Content is accurate.

M.::: Content has educational value.


Purpose of package is well-defined.::;::::::. , Content presentation is clear and logical.

P.:1..:::;.g::weae Graphics/sound/color are used appropriately.....,..... ...._.....

:0,:gai::::,::. Use of software is motivational.

aigii,:g:::0.:Feedback is effectively employed.

...v.,.....:

.:::::::::,..::::::,: Learner controls rate and sequence.iiiiv

oc:o....................... Instruction integrates with prior learning.



Complter capabilities are used appropriately.

Programs are reliable in normal use....:

Coin )atihle with other instnictional material.

Teacher able to control program modifications.::::::::. : ::-,:- Alternative input is permitted.

*.4::::,::::: Alternative output is permitted.

- Program has adequate record-keeping capability.

EVALUATED BY: Beth I lazen


115

TOOLS

I. I 3

117


TARGET

The program was developed at Chil-dren's Hospital in Boston as a tool for theteacher to use in developing an individu-alized scanning program for studentswith severe physical or mental disabili-ties. It includes the basic scanning mo-tions (linzar, stepped, row/column, di-rected, and latched). The software con-tains a variety of single switch gameselections which progress from simplecause and effect to matching words. Thesoftware is age appropriate for studentspreschool through high school.

STRENGTHS:

The teacher can customize a specificscanning program for individual studentsand save iton the student's disk. The scan-ning block can be completely highlightedor a small "cell" can flash within thetarget. The program has difforent optionsfor scanning as well as options for in-creasing difficulty. Scanningcan be con-trolled by one key, a single switch, or anadapted joystick.

The parameters within teacher controlare: speed of response, size oftarget area,highlight area color, sound, and type ofscan. This program could be used as abasic program for use in augmentativecommunication.

(WEAKNESSET.)

The program must bc rebooted to return tothe menu to change parameters.

It seems that if the position of the "cell"could be manipulated by the teacher itwould be more adaptable. The cell lightcan only be positioned in the center of thetarget area where it might be obscured byan overlay picture. It might work better ifthe cell could be positioned in the cornerof the block.


Target can be used as a training tool forteaching scanning and switch activation.The program allows the teacher to designcustom acetate overlays that relate to aspecific student. Photographs of realobjects that are motivating for the childcan be used when teaching the scanning/switch activation. For students who arelow functioning this program may beused to enable the development of a re-sponse when provided a stimulus. Theprogram can be used to help the studentwith severe mental retardation to be morein ractive with the environment.

J. Keyes

Children's Hospital

(REVIEWERS:


118

John KellerLewiston Special Education Dept.

TARGET


SI) - Strongly DisagreeNA - Not Applicable

SA A D SD NA

EVALUATION SUMMARY

,Content is accurate.

10:1:*: Content has educational value.:?::?.:

-Content is free of stereotypes.


.0.- Content presentation is clear and logical.%

, Graphics/sound/color are used appropriately.


Feedback is effectively employed.' Learner controls rate and sequence.

5. : .:

Instruction integrates with prior learning.;:11...40 User su ort materials are con rehensive.0,-

Teachers can use package easily.,;:::..i .i Computer capabilities are used appropriately.

..:: Programs are reliable in normal usex


Teacher able to contr21.23ram modifications.


Alternative output is permitted.fe.$.,

;*.k. ,

.,::. Program has adequate record-keeping capability.

EVALUATED BY: Jane Keyes & John Keller



TIMELINER 1.1

The program allows the user to createtimelines of a day, a week, a year or manyyears. Tile dates and events can be addedout of sequence and the program willreorder them. This program could assistthe student to gain a visual perspective ofdifferent events. It could also help stu-dents distinguish between past, present,and future as well as help them under-stand how personal events relate to com-munity, national and global events.

(STRENGTHS°

The program has flexibility and can beused to teach time sequence as well as tohelp students organize information andcompare events. The manual gives sug-gestions for use in a number of settingsand curricula. These are also suggestionsfor different groupings: individual stu-dents, small groups, and total classes aswell as ideas for use by teachers alone.Examples of timelines are given in themanual and on disk. Several sections ofthe documentation include suggestedactivities and worksheets which can beused with students or as ideas for creatingyour own activities.

WEAKNESSES:

The manual could bemore detailed. Whenediting, the whole entry needs to be re-typed, even if just a minor change needs

to be made. There does not seem to be away to put a title cii the printout.

(-SUGGESTED ACTIVITIES:

For K-3 special education students it coulcbe used forteaching sequence of events ina day and scheduled activities in a week.Itcould be used forcomparingone child'sschedule to that of the classroom (possi-bly to share with parents and planningwith therapists).

I would use the program as a tool for thestudents in a science project on plants. Itwould be most useful to keep track of thedevelopment and changes from the plant-ing of the seed, germination, sprouting ofleaves, etc. The program would allow thestudents to compare changes over a pe-riod of time. Including a Polaroid snap-shot of the different stages on the printedtimeline would assist some students inunderstanding change and development.

S. Reilly

(PUBLISHER)

Tom Snyder Productions, Inc.

(REVIEWER:)

120


11G

TIMELINER 1.1

SA - Strongly AgreeA - AgreeD - Dingree

SD Strongly DisagreeNA - Not Applicable

SA A D SD NA

EVALUATION SUMMARY

Content is accurate.....,...,1:,:::::.,

4::;.:: to::: Content has educational value...ii,-.:::::::tv::...0. ,.ft.x.,: Content is free of stereotypes.

,. *.,::,,..--.: ..... Purpose of package is well-defined.

.. Content presentation is clear and to:., Graphics/sound/color are used appropriately.,... ..

Use of software is motivational.,.

Feedback is effectivel emnlo ed.unikc,..,N. ,::::

:ii:V.r.:;

Learner controls rate and se tcumce.

Instruction integrates with prior learning.0 User su sort materials are con, rehensive.

vv,.. Teachers can use package easily.:::::,i

*,... Computer capabilities are used appropriately..,..q?.;...!.4,4:::: Programs are reliable in normal use

4:M:;:;:::.:.:*MA.'4:..1.,::{..W

MiliMININS1110Compatible with other instructional material.

..,...F.,,,, .: m...,v

*M Teacher able to control ro_ am modifications.

0:;:.:$. ;::

.11Mi. Alternative input is permitted.v.:::::.,..,:;:

elh Alternative output is permitted.. .

iIv:, Program has adequate record-keeping capability.

EVALUATED BY: Susan Reilly


121


THE SEMANTIC MAPPER

The program includes a two part vocabu-lary development program, each of whichis available separately. The first partreinforces vocabulary from one of fivebasal reading series chosen for 3rd-6thgrade levels. The second part provides ateacher and student utility program forsemantic mapping (webbing or mind-maps).

(STRENGTHS:

The semantic mapping prograni can beused for any subject area.

The program is menu driven and motivat-ing to most students. The program en-courages cooperative learning (studentswork on computers in pairs).

The program reinforces basal vocabularyfrom many readingprograms (Ginn, HBJ,Houghton-Mifflin, Macmillan, ScottForesman).

The program allows for differentachievement levels (beginners to cham-pion mind-mapping).

Up to 30 maps can be saved within theprogram.

Worksheets are available to plan activi-ties before actual computer use.

Students or teachers can make a hardcopy of the mind map as well as the vo-cabulary list.

This program could also be used with theelectronic blackboard (with overheadprojector) for classroom instruction priorto individual mind maps.

(WEAKNESSES)

Because of the many disks included, it isa difficult program to follow at first.Documentation must be reviewed as oneworks step-by-step on the computer.

The program allows only four headingsurn .ier one topic.

There is no spell checker.

The user can not back up to make acorrection but must wait until the menu isdisplayed again. Only one error can becorrected at a time before returning to themenu. This could become very tedious,especially for a student who does notpossess good keyboarding skills.

I123

1


THE SEMANTIC MAPPER (CONTINUED)

(SUGGESTEDACTIVITIES:

I would use this program as an electronicblackboard during classroom instruction.I would use it for creating pre-readingvocabulary instruction in a new unit inreading, whether a novel or specific unitin the curriculum such as the HolocaustorMiddle Ages. The hardcopy would makespecific topics/vocabulary developmentavailable to the entire class (i.e. vocabu-lary associated with the Middle Ages). I'dthen have students produce mind mapsof their own as reinforcement skills. Thestudents would pairup (as recommendedby program) andconstruct a mind map onthe specific vocabulary for the week.

As a team-teacher in grade 8 science, Iwould encourage its use to reinforce spe-cific concepts in specific units (i.e., Inks& Dyes, "salad-dressing physics", slowmotion oceans).

As a consulting teacher to the 7th gradescience and 8th grade social studies, Iwould use the teacher utility and createmind maps for vocabulary developmentfor specific units for students on mycaseload as a means of review. Also, I'dshare mind maps (hard copies) with class-room teachers for possible incorporationinto the lesson (I've already had the sci-

once and language arts teachers reviewpart of this program with me!)

In the 8th grade writing class, when aspecific writing assignment is made (i.e.comparison and contrast) I would havestudents first utilize the student mind-mapping disk to plan their writing. Manyof my students with learning disabilitiesuse mind maps prior to writing and alsouse the computer for word processing.By combining these two, I feel that stu-dents would definitely show increasedmotivation towards writing.

I plan to order it!V. Papageorge

(PUBLISHER)

Teacher Support software

(REVIEWER)

124


THE SEMANTIC MAPPER



SA A D SD NA

EVALUATION SUMMARY

Content is accurate.g5i.,:g;i: Content has educotional value.

:::...?.:: Content is free of stereotypes.

:% 1 Pu pose of package is well-defined.::::::::..o.:0, Content resentation is clear and lo ical.

06::, Graphics/sound/color are used appropriately.

).r.:.:7 Use of software is motivational.

'..104.:- Feedback is effectivel em toed...:::::::.,A,......k.n.4,..:.4

., .,..:....,..:::m Learner controls rate and sequence.Aga n Instruction integrates with prior learning.VW:''. User su ort materials are comprehensive.mii:::e'''%h: Teachers can use package easily.

?:.:., ., Computer capabilities are used appropriately.


Compatible with other instructional material.R11;::: Teacher able to control 12ssrram modifications.

.5.::. %:'f Alternative in ut is ermined.. 4: .4?*<4...,.. ...0,.. Alternative output is permitted.


EVALUATED BY: Victoria Papageorge

EDITED BY: L. Spcnciner & L. Cohen

12i

A SOFTWARE (7TIDE FOR THE SPECIAL EDUCATOREdited t2r1;iSpenciner & L. Cohen

LUCKY'S MAGIC HAT

The program consists of an educationalgame format designed for quizzing avariety of topics. There is an authoringsystem on the master disk which allowsthe teacher to create questions and an-swers for a customized qui2 . A number ofadditional diskettes can be purchasedseparately on various topics for quizes.

The program consists of Lucky theleprechaun who presents a scroll withclues and then asks a question about thematerial on the scroll.

(STRENGTH

The authoring system, which allows theteacher to program the material to bestudied, is the greatest strength.

The program includes good graphics andsound.

After Lucky asks a question, the studentmay view the material on the scroll againbefore answering the question.

The timing can be altered from a quickpresentation of the scroll to an maimedpresentation.

(WEAKNESSES)

The graphics are "too cutesy" for older

children and adults and rather time con-suming. The reinforcement is limited invariety and could become boring.

The bleed through of color on the text issignificant, making it necessary to go tomonochrome on material that is more textthan graphic.

Incorrect responses are handled by a dis-play of "sorry, that's wrong. The answeris ." It presents the same scrollone more time, but does not show how toarrive at the correct answer. There is nobranching.


This program would work best as a re-view of material, either individually orwith two children. If the teacherauthoredthe game/practice, it would be a follow-up activity to a lesson.

S. Reilly J(PUBLISHER )

Advanced Ideas

(REVIEWFR:


126

LUCKY'S MAGIC HAT



SA A D SD NA

EVALUATION SUMMARY

ki:,' Content is accurate.i'itks*: Content has educational value. ,.......

Content is free of stereotypes.;::

4..* Purpose of package is well-di ied.,;,.. .u.r - Content presentation is clear 112112!.

,,.

, Graphics/sound/color are use. propriately...

Use of software is motivation__

%.!:::..:,..7....,


Learner controls rate and sequence.,..:..:...,

rp:'

Instruction integrates with prior learning.<s.!

User support materials are comprehensive.Teachers can use package easily.

......44.4....s, .m.:,,


Programs are reliable in normal use.",. Compatible with other instructional material.

s

Teacher able to controlyrogram modifications.,::::: Alternative input is permitted.


, Program has adequate record-keeping capability.

EVALUATED BY: Susan Peilly


127

'2 2

A SOFTWARE GUIDE FOR THE SPECIAL EDUCATOREdited by L. Spencinor & L. Cohen

REFERENCES

Bok, D. (1985, March). The president's report. Paper presented at the Board ofOverseers, Harvard University, Cambridge, MA.

Brown, L. & Perlmutter, L. (1971). Teaching functional reading to trainable levelretarded students. Education and Training of the Mentally Retarded, 6,74-84.

Conners, F. A., Caruso, D. R., & Detterman, D. K. (1986). Computer-assistedinstruction for the mentally retarded. In N. R. Ellis, & N. W. Bray (Eds.),International review of research in mental retardation (pp. 105-134).Orlando: Academic Press.

Denny, M. R. (1966). A theoretical analysis and its application to training thementally retarded. In N. R. Ellis (Ed.), International review of research inmental retardation: Vol. 2 (pp. 1-27). New York: Academic Press.

Henley, T. V. (1984). CAI in special education: Research directions. PeabodyJournal of Education, 62, 22-39.

Hofmeister, A. M. (1982). Microcomputers in perspective. Exceptional Children,49,115 -121.

Hofmeister, A. M. (1984). The special educator in the information age. Peabody,Journal_Qf Education, 62, 5-21.

Kulik, J. A. (1983). Synthesis of research on computer-based instruction.Educational Leadership, 41 (1), 19-21.

Russell, S. J. (1986). But what are they learning? The dilemma of using microcomputers in special education. Learnine Disabilit Quarterly, 2,100-104.

Sidman, M. (1971). Reading and auditory-visual equivalences. Journal of Speechand Hearing Research, 14, 5-13.

Snell, M. L. (1983). Functional reading. In M. E. Snell (Ed.), Systematic instruc-,ti n i (pp. 445-487). Columbus:Merrill.

Walker, D. F. (1983). Reflections on the educational potential and limitations ofmicrocomputers. Phi Delta Kappan. ka, 103-107.

Appendix ASOFTWARE GUIDE REVIEWERS

A SOFTWARE GUIDE FOR THE SPECIAL EDUCATOREdited b L. Senciner & L. Cohen

Debra Albert

Crooked River Elementary School

Route 11

Casco ME 04015

Charles Bartlett

PREP

48 Moody Street

Portland ME 04101

Shirley Babb

Buckfield Jr/Sr High School

Turner Street Box 188

Buckfield ME 04220

Judith Clifford Cohn

Hampden Meadows School

New Meadow Road

Barrington, RI 02806

Dianne Corbin Paula DuplIlStudent Rumford Jr/Sr High SchoolUniversity of Southern Maine Hancock Street

Gorham ME 04038 Rumford ME 04276

Gayle Flegel

I T Visual Services - DHRS

Kenduskeag Avenue

Bangor ME 04401

Ethel Green

Brooklin Elementary School

Main Street

Brooklin ME 04616

Jane Green Andrea Guppy

A. D. Gray School Student

Rural Route University of Southern MaineWaldoboro ME 04572 Gorham ME 04038

Beth Hazen Rosemary Houghton

Kennebunk High School I T Visual Services - DHRS

Fletcher Street 35 Elm StreetKennebunk ME 04043 Waterville ME 04901

131

1 (-7+ A't

Jane Ives

Nathan Clifford School

180 Falmouth Street

Portland ME 04102

John Keller

Special Education Department

36 Oak Street

Lewiston ME 04042

Jane Keyes

Guy E. Rowe School

94 Main Street

Norway ME 04268

Morels Normand

Brunswick Public Schools

Union Street

Brunswick ME 04011

Jun Oligny

Poland Community School

HCR 20

Poland ME 04273

Victoria Papageorge

Middle School of the Kennebunks

Fletcher Street

Kennebunk ME 04043

Jacqueline Closslck Rasta Ills

Berwick Middle School

School Street

Berwick ME 03901

132

1-).

t. 4..)

Leese Joiner

Edna Libby School

P 0 Box 144

Sebago Lake ME 04075

Priscilla Kenny

Lafayette School

43 Brook Street

Sanford ME 04073

Linda Leo


382 Sabattus Street

Lewiston ME 04240

Ann O'Brien

Marcia Buker School

High Street

Richmond ME 04357

Andy Palmer

Thornton Academy

438 Main Street

Saco MEE 04072

Judy Quinn


35 Elm Street

Waterville ME 04901

Susan Reilly

Auburn School System

P 0 Box #2

West Minot ME 04288

Laurie Saucier Arrigoni

Wells High School

P 0 Box 579 Sanford Road

Wells ME 04090

Cyrano Slegona

Hiram Elementary School

Rural Route

Hiram ME 04041

Donald Swander

Riverton School

1600 Forest Avenue

Portland ME 04103

Sheila Sylvestre

Margaret Chase Smith School

Old North Berwick Road

Sanford ME 04073

Stephanie Ward-Piatone

Pettingell Elementary School

College Street

Lewiston ME 04240

Laurette Williamson

Wells High School

P 0 Box 579 Sanford Road

Wells ME 04090

133

G

Carole Seamon

Livermore Falls Primary School

P 0 Box S

Livermore Falls ME 04254

Loraine Spenciner

University of Maine at Farmington

Merrill Hall 86 Main Street

Farmington ME 04938

Stephen Swlck

Windham REAL School

Route 117

Hollis Center ME 04042

Brenda Vogel

Student

University of Southern Maine

Gorham ME 04038

Mary Jo Webster

Village Elementary School

12 Roble Street

Gorham ME 04038

Lori Wilson

Dayton Consolidated School

RR 2 Box 402

Hollis Center ME 04042


(Appendix 0

SOFTWARE GUIDE PUBLISHERS

ADVANCED IDEAS INCORPORATEDSuite #104, 2550 9th StreetBerkeley CA 04710

Lucky's Magic HatDinosaurs

Wizard of Words

COMPU-TEACH, INC.78 Olive StreetNew Haven CT 06511

Word Pieces #3

DAVIDSON AND ASSOCIATES, INC.3135 Kashuva StreetTorrance CA 90505

Math Blaster

HARTLEY COURSEWARE, INC.Box 419Dimundale MI 48821

Tim and The Cat and The Big Red HatWord Ladders

Clock

135

127

CHARLES CLARK COMPANY168 Express Drive SouthBrentwood NY 11717

Keeping Safe

CONOVER COMPANYPO Box 155Omro WI 54963

Survival Words

DIM TEACHING RESOURCESOne DLM Park

Allen TX 75002

Hint and Hunt IMeteor MissionFish Scale

HOUGHTON MIFFLIN COMPANYBox 683 Educational Software Div.Hanover NH 03755

Sound Ideas

Reading Comprehension

Language Activities CoursewareSpelling SpeechwareKindermath II

Basic Math FactsComputation Skills Program

INSTITUTE ON TECHNOLOGYFegan 9, 300 Longwood AvenueBoston MA 02115

Motor Training GamesTarget

LAUREATE LEARNING SYSTEMS, INC.110 East Spring StreetWinooski VT 05404

Creature ChorusFollowing Directions: 1 & 2 LevelMicro-Lads

MAR BLESOFT21805 Zumbrota Street NGCedar MN 55011

Mix 'N MatchEarly Learning I

Early Learning Money Skills

MINNESOTA EDUCATIONAL COMPUTING3490 Lexington Avenue, NorthSt. Paul MN 55126

Paint With Words

PERSONAL TOUCF CORPORATIONSherwood Center for the Excep ChildKansas City MI

Timekeeper

SPRINGBOARD SOFTWARE, INC.7807 Creekridge CircleMinneapolis MN 55435

Piece Of Cake Math

136

KIDSVIEW SOFTWARE, INC.PO Box 98Warner NH 03278

Mount Murdock

LEARNING COMPANYSuite 170, 545 Middlefield RoadMenlo Park CA 94025

Juggles RainbowMagic SpellsMath Rabbit

MICROCOMPUTER EDUCATIONAL PROGRSuite 250 157 South Kalamazoo MallKalamazoo MI 49007.4823

Communication SkillsMoney Matters

OPTIMUM RESOURCE INCORPORATED245 Larry Hill RoadMiddletown CT 06457

Math Word Problems

SOUTHERN MICRO SYSTEMSP 0 Box 2097Burlington NC 27216-2097

Personal Information forIndependence

.1 2 S

SUNBURST COMMUNICATIONS, INC.39 Washington AvenuePleasantville NY 10570

Type To Learn: A New ApproachTo Keyboarding

Touch-N-WriteSurvival Math

Managing Lifestyles

TOM SNYDER PRODUCTIONS, INC.90 Sherman StreetCambridge MA 02140

Time liner 1.1

Decisions - Decisions

137

TEACHER SUPPORT SOFTWAREP 0 Box 7130Gainesville FL 32605

The Semantic Mapper

WEEKLY READER FAMILY SOFTWARE245 Long Hill Road

Middletown CT 06457

Stickybear OppositesStickybear Math


Appendix CSOFTWARE PREFERRED BY TEACHERS

V111111During the winter of 1988-89 over 350 special educators in Maine responded

to a question concerning the use of software with students with special needs.Below is a list of the software programs that these teachers are currently using indifferent curriculum areas. The numerals after each title indicates the number cfteachers who are using the software. Software programs that teachers most preferare indicated by an asterisk.

READING

A, B, C's in Color (TCE) - 2Alphabet Circus (DLM) - 1* - 3Alphabet Soup -1Alphabet Zoo - 1Alpha Build - 1Alpha Express - 1AlphaKey 2Alpine Skier - 1* - 2Amazing Reading Machine - 2* - 3Apple Word Processor - 1Appleworks - 3* - 15Applewriter - 2Application Series - 1* - 1Aquarius - 1Bagasaurs - 1Bake 'n Taste - 1Bank Street Writer - 4* - 12Basic Skills Collection (Duncan Institute) - 1* - 3Behind the Wheel - 1

Best Electronic Wordbook Ever - 1

Capitalization (Hartley) - 1* -1Cause & E f f e c t - 1* - 1C.C. Writer - 1

Chariots, Cougars and Kings - 1Child Writer - 1* - 1Child's Play - 1* -1Clue in on Phonics - 1Compounds - 1Context Clues - 1Contraction Action - 2Cookie Monster Letters (CCW) - 2Cotton Tales - 1* -1Creative Writer - 2Crossword Magic - 1

Diagnostic Reading Porgram - 1Diascriptive Reading - 1Dilemma - 1

DLM - 2* - 2Dragon's Keep - 1Duncan Institute Basic Skills disks - 1Early Games for Young Children-1* - 1Early Reading - 1Educational Activites - 2* - 2Fact or Opinion - 1* - 1First Letter Fun (MECC) - 7Following Written Directions - 2Forming Inferences -1Friendly Computer - 1* - 2Fun From A to Z (MECC) - 1* - 6Gapper - 1Game Show (Adv. Ideas) - 1* - 3Gamco Spelling Program - 1Garfield - 1* - 1Cetting the Main Idea (Apple) - 1* - 2Getting Ready to Read & Add - 3Grammar Gremlins (Davidson) - 1* - 1Hartley - 2Hartley Phonics - 1Iggy's Gnees - 1Image Writer - 1Inferential Annie (MECC) - 3Jamestown Courseware - 1* - 1Job Hunting Skills - 1

Kid Writer - 1* - 4Kids' Computer Keyboard - 1King's Quest - 1Kittens, Dogs, Toads and Kids - 1Kittens, Kids and a Frog - 5LER Language Experience - 1Letter Recognition - ILetters and Words - 1Little Riddles - 1Magic Puzzle 1

Magic Slate - 1* - 1Magic Spells 1

Make a Match (DLM) - 1

139


MECC Programs - 2* - 15MECC Writer (#1600 Algernon) - 1Media Materials -1Memory Building Blocks -1* -1Memory Match (Hartley) 2Microzine (Scholastic)- 1* - 7Millikin Comprehension Power Program -1Mindscape (School Days) -1Monty Plays Scrabble - 1Moonlight & Madness - 1Moptown Programs -Morning Star -1Mother Goose -1Muppet Learning Keys - 2* - 4Muppets on Stage - 1Muppetville - 1* - 3Newsroom - 1Not Trivia - 1Odd One Out -1O'Dell Lake - 1Oh Dear - 1Oregon Trail - 2* -Pair.t with Words (MECC) 3* - 9Patient Tutor - 1Phonet - 1Phonic Identification II - 1Phonics (MECC) - 2Phonics, Blends and Digraphs - 2Phonics Prime Time

Series (MECC) - 1* - 5Picture Phonics - 1Pop 'n Spell - 1Prefix Sense - 1Prefixes and Suffixes - 2Pre Reading (MECC) - 2Prime Time Conjunctions -1Print Shop (Broderbund) - 2* - 6Punctuation Series - 1Rainbow - 1Random House 1

Read 'n Roll - 1* - 1Reader Rabbit - 1* - 9Reafiing Comprehension II - 2Reading Fun - 1Reading Flight - 1Reading On - 1

Reading Power -1Reading Roundup - 1Same or Different - 1Scholastic -1Science Island (Grolier) - 1* -1School Days - 1

140

Sight Words i&2 - 2SLED - 1Snoopy Writer -1Speed Reader (Apple) - 2Sell It! (Davidson) - 1* -1Spellerator -1Spellicopter (Master Spell) -1Spinnaker -1Starburst - 1Sticky Bears (Sunburst) - 6Sticky Bear Comprehension - 1* - 2Sticky Bear Opposites - 1Sticky Bear Reading - 1* - 5Story book - 1Story Machine - 1Story Tree 1

Success with Reading - 1* -1Suffix Sense -1Sunburst Communication - 1* - 3Super Speller - 1Teacher Made - 2That's My Job - 1The Tic Tac Show (Adv. Ideas) - 2Those Amazing Reading Machines (MECC) - 3Time Capsule - 1* - 1Tiger's Tales - 1* 1

Top Readers Club 1*. 2Touch 'n W ite - 2Type to Learn - 1Vocational Challenge (Mindscape) - 1Ways to Read W. .ds (Queue) -1* -1Weekly Reader - 1

Where in the World is Carmen Sandiego?(Broderbund) - 3

U.S.A. - 2Who, What, Where, When, Why - 1*-1WizWorks (DLM) - 1Wizard of Words (Adv. Ideas) - 2* - 2Word Attack! (Davidson) - 1* - 1Word Bank - 1Word Herd - 1Word Ladders -1Word Magic -1Word Muncher (MECC) - 1* - 11Word Radar - 1Word Rally - 1Word Wizard (MECC) - 2* - 7Word-aTach -1Words at Work (MECC) - 4Working with the Alphabet - 1Writer Rabbit - 1* 1

Writing a Narrative (Iv1ECC) -1

tr;


MATH

Addison-Wesley 1

Addition & Subtraction 1&2 -1Addition Logician - 2Algebra Adventure - 1Algebra Shop - 1* 2All About Time - 1

All About Money -1Alligator Mix (DLM) - 3Animal Farm (DLM) - 1* - 1Apple Bane! -

Appleworks - 2* - 4Aquarious Instructional -1The Arithmetic Classroom - 1

Arithmetic Critters (MECC)- 3* 7Auto Math 1,2 (MECC) - 1Bake & Taste - 1Balancing Bears - 1Bas Math -1Basic Math - Comprehension Skill

Building 2Basic Skills Collection (Duncan Institute) - 1* - 6The Bears Tell Time -1Better Math Skills -1Bomb -1Borrow Time (B-5 Software) - 1Brain Crane - 1

Building Math Skills(Random House) - 1* - 1

Calendar - 1* - 1

CBS Success with Math - 1

Challenge Math - 1 - 7Change Maker - 1Charles Lund - 1* -1Charlie Brown's 1, 2, 3 - 1Checkbook - 1* - 1Chessmaster 2000 - 1* - 1Circus Math - 2* - 10Clock (Hartley) - 4* - 6Clocks - Telling Time - 1Clockworks (MECC) - 4* - 14Code Quest (sunburst) -1Color Math (b-5 Software) - 3Computer Math Activities -1Conquering Whole Numbers - 2* - 2Counting Critters (MECC)- 2* - 6Counting - 1Counting Parade (Spinnaker) - 1Cross - 1Decimal Concepts - 3Decimals (EduWare) - 1

Decimals (Microcomputer Workshop) 2Demolition Division - 1Design Ware 1

Digitosaurus - 1Division - 3Division Quest - 1DLM Software 2* - 4Dr. 02 - 1

Dragon Mix - 3Drills of All Kinds - 1* - 1Duncan Institute Basic Skills Disks - 2Early Addition - 1

Early Games - 1

Educational Activities - 1

Elementary Math Package I (Micro Learning Ware) -1Estimation - 1Exploring Metros -1Exploring Tables & Graphs I&2 - 1Factory - 1* - 1Facts on Geometry - 1Fast Math (NTS) - P` - 1Figure Fun - Metrics - 1* -1Figure Fun - Speed Drills -1Fish Scales (DLM) -1Fishing for Answers - 1Flashcards - 1The Flying Carpet -1Fractions (Eduware) - 1* - 2Fractions (Gamco) - 1* - 1Fraction Concepts - 5Fration Fever - 1

Fraction Fuel-Up - 1

Fraction Machine (S. West Ed Psych Services) - - 1Fraction Munchers - 1* - 3Froggy's Math Race - 1Funnel's (A+ Catalog) - 1* - 1Galaxy Math - 3Gamco - Add., Sub., Mult., Div. - 2Games and Fractions - 1

Get to the Point (Sunburst) - 1Getting Ready to Read & Add - 2Going Dotty - 1Grover's Number Rovei -1Hartley - 1Hey Taxi - 1Hot Dog Stand 1* - 1How the West Was One + Three x Four 2Incredible Lab - 1

lntergers - 1Introduction to Division - - 1It's About Time - I

141

.1. y2


Minus Mission - 1Mixed Numbers (Milton-Bradley) - 2Money (B-5 Software) 1* - SMoney Manager - 1* - 1Money! Money! (Hartley) - 1* - 6Money Sense -1Moneyworks - 1* - 8Moptown Programs - 2Morning Star - 3Mousepaint -1Multiplication 1&2 - 1

Multiplication Games - 1* - 1Multiplication Mission -1Multiplication Practice -1Multiplication Puzzles (MECC) - 5Multiploy (MicroMedia) - 1* - 2Muppet Learning Keys -1Muppets on Stage - 1Muppetville - 1* - 1Nimble Number Facts - 1Number Farm (DLM) - 4Number Magic -1Number Munchers - 5* - 16Number Sea Hunt - 1Odd One Out - 1* - 1Orange Cherry Software -1Path Tactics - 2* - 8Patterns - 1Percents - 1Piece of Cake -1Pizza Fractions - 1* - 1Playing to Learn - 1* - 1Police Subtract -1The Pond (Sunburst) - 1Pre-Counting -1Prescription Drill (Hartley) - 1Printshop - 1* - 2Problem Solving (McGraw-Hill) - 2Problem Solving Strategies - 1Purchase Power (Math. Life Skills) - 1Putting Together - Take Away - 1* -1Puzzle Tasks - 1Pyramid Puzzle - 1Quickflash -1Quotient Quest - 1

Race Car Arithmetic -1Regrouping Memory (1st Step) -1Roce-Cave Math 1

Safari Search - 1Salina Math Games (Sunburst) - 2* - 2Seatwork (SRA) - 1* -1Shell Game -1

Kid's Corner -1Kids In Between -1Kinder Comp -1Kings Rule - 1* - 2Knowing Numbers -1Ladder Multiplication -1Lazer Math -1Learning to Add & Subtract - 1* - 1Lemonade Stand - 2Let's Count -1Let's Go Fishin' 1

Logo - 1Long Division (Gamco) -1Make-a-Match -1Marketplace - 1* - 5Mastery Arithmetic Games (Apple) - 1* - 3Mastering Basic Math (Opus) - 1* -1Mastery Math Series (MECC) - 2* - 2Math Ani-Mall - 1Math Baseball -1Math Blaster (MECC) - 14* - 36Math Concepts (Hartley) - 2Math Drills - 3Math Facts (B-5 Software) - 2Math For Everyday Living (Educational Activites) -1Math Football - 2Math Fun - 1* - 1Math Invader - 2Math Magic -1Math Man- 1 *- 1Math Munchers -1Math in a Nutshell -1Math Problem Solving (McGraw -Hill) - 1* - 2Math Quiz -1Math Rabbit - 1* - 3Math Review - Drills - 1* - 1Math Sequences (Millikin) - 2Math Shop - 4Math Skill Games - 1* - 1Math Tutor (Scholastic) - 2Math Word Problems - 1* - 2Mathasaurus (MECC) - 1* - 3McMillan -1MECC - 8* - 28Menu-Math (Hartley) -1Merrill Math - 1Meteor Math - 1Meteor Multiplication (DLM) 2* - 5Millikin Math Series - 1* -4Millikin Skillbuilders - 1Mind Puzzles -1Mindscape - 2

142


Skills in Math (Hartley) - ISlam Dunk & Fractions - 1* - 1Soft Text Math (Continental) - 1Space Math - 1

Space Subtraction - 7Space Waste Race -1Speed Drill -1Speedscript -1Speedway Math - 3* - 17Starburst - 1Sticky Bears - 2* - 16Street Map -1Subtraction, Addition, Fractions - 1Subtraction Puzzles -1Success with Math (CBS) - 1Survival Math (Sunburst) - 3* - 11Super Math - 4Super Store -1T-Clock - 1

Talking Textwriter - 1Tax Man - 1TCE Programs - ITeacher Made - 1* - 2Telling Time Computer Set (Cameo) - 2Ten Little Robots - 2Tom Mix Math Drill -17RS 80 Network -1Two-Step Word Problems -1'World of Work (Math Life Skills) - 1

Alpine Skier - 1

Apple Word processor - 1Appleworks - 7* - 20Applewriter - 1Bank Street Writer - 8* - 13Banner Boss -1Basic Skills (Duncan Institute) - 1Buying What You Need -1Calendars - - 1

Capitalization (Hartley) - 1Child Writer - 1* - 1Colorscriptsit -1Communication (Sunburst) -1Compounds - 1Crossword Magic - 2Crosswords - 1Davidson - 1DLM - 1Duncan Institute Basic SkillsEnglish Parts of Speech - 1

Fred Writer - 1* - 2Game Show - 1

Ghost Writer - 1

Hangword/Scrabble -

Holt - 1

Homonyms -1I Can Write! - 1

Keyboard Skills - 1Keyboarding Klass 1* -1Learn to Type - 1Life Skills English - 1MacPlus Word Processor - 1Magic Slate - 1MECC - 2MECC Writer - 4Memory Castle - 1Micropaws Keyboarding - 1* -1Microzine - 1Mind Castles - 1* - 1Multi-Mate -1* - 1Multiscribes - 18 - 3Newsroom - - 1

Parts of Speech -1Pop 'n Spell - 1Prefixes and Suffixes - 2Pre-Write - 1Print Shop - 2* - 6Print Shop Companion - 1Punctuation and Capitilization -1Punctuation Series - 1Read 'n Roll - 1

Readmaster - 1Roots and Affixes - 1* - 1Scholastic - 1Softdisk (TM) - 1* - 1Speed Reading - 1Speedscript - 1Spell It 1* - 1Spellevator - 1Spelling 1

Sticky tear - 1Switch Board - ITalkwriter - 1Term Paper Writer - 1Those Amazing Reading Machines - 1Tic Tac Show - 1Typing for Practice - 1Typing Tutor - 1* - 1Writing Workshop (Milliken) - 1Word Invasion (DLM) - 1* - 2Word Perfect - 1* - 1Words at Work - Contractions - 2

143

I


LANGUAGE ARTS

Ace Writer - 1Alphabetta -1Amiga - 1Apple Word Processor -1Appleworks - 6* - 23Applewriter - 1* -1B-5 Software - 1Bank StreetWriter - 1* - 11Basic Skills Collection - 1Bea Writer - 1

Behind the Wheel - 1Bird's Eye View - 1Calendar (Hartley) - 1Capitalization - 1Comic Strip Writer - 1Crossaord Magic .1Dinosaur Daze - 1DLM 1* - 1

Electronic Writing Lab - 1End Punctuation - 1

First Words (Laureate) -1Fractions - 1Fred Writer - 2Friendly Computer - 1* - 2Ghost Writer -1Gree or Not Gree -1Hangman - 1Hartley -1I Can Write - 1Keyboarding -1Kid Writer (MECC) - 1* - 4Kidwriter (Spinnaker) - 1Language Arts Series II - 2Language Experience Software - 1* - 1Learning Wells - 1* - 1Mac Write Works - 1Mad Libs - 1* - 1Magic Slate - 4MECC - 1* - 7MECC Language, Vol. 5 - 1MECC Spelling - 1Memory Math (Hartley) - 1Microzine, Jr. - 1Mind Play (Apple) -1Missing Links - 1Money Machine - 1More MacPaint - 1Morning Star - 1* - 1Multiscribe - 1* - 3Mystery Objects - 1* - 1Newsroom - 3

144

Paws Typing - 2Phonics/Prime Time -1Printmaster -1Print Shop - 1* - 7Publish It - 1Punctuation Put-On (Sunburst) - 2Quick Flash - 1

Random House Dictionary -1Reader Rabbit (Learning Co.) - 1Reading What's Different - 1Remedia-Analogies - 1* - 1Reward - 1Right Of Way - 1Safety First - 1* - 1SAT - 1Scrip/Set -1Scriptit - 1Simon Says - 1Snerd - 1Sound Tracks - 1Spell Check -1Spell It - 1Spell Grabber - 1* -1Spellbuilder - 1Spellevator -1Spellicoptor - 2Sticky Bear - 3Story Machine - 1Story Tree - 1Survival Wordplay - 1Tip 'n Flip -1TRS 80 Word Processor -1Type to Learn - 1* - 3Typing Tutor - 1* - 1Wally's Word Works - 3What Comes First? - 1What's in a Frame? - 1Wheel of Fortune - 1Who, Where, What, When, Why? (Hartley) - 1Word Attack (Apple) - 2Word Families - 1Word Herd - 1

Word Magic - 1

Word Master (DLM) - 1Word Munchers - 2Word Wizards - 1* - 1Write with Me - 1

Writer Rabbit - 1Writing Adventure - 2


SCIENCE

Appleworks - 1* - SBank St. School Filer -1Body Transparent -1Creativity Unlimited - 1Designasaurus - 1Dinosaur Dig - 1* -1Endangered Species (Database) - IEnergy House - 1HRM - 1Life Science (G & S Software) - 2MCE - 1MECC 1* - 4MECC Writer -1Missing Links - 1Multiscribe 1

O'Dell Lake - 1* - 2Oh Deer - 1Operation Frog -1Pets Unlimited - 1* -1Planetary construction Set - 1The Pond -1Print Shop - 1Science - Space - 1Science Island - 2Senses -164 Speedscript -1Sky Lab - - 1Tales of future - 1

Teacher-made - 3Testgen (Addison/Wesley) - 1Tic Tac Show -1Timelines -1TRS 80 Word Processor - 1Where in the World Is Carmen Santiago? - 1* - 1Word Wizard - 1

SOCIAL STUDIES

Alphabet Circus (DLM) -1Amiga - 1World Atlas A e (DLM) - 4Ancient Civilizations and the Middle Ages - 1Animal Photo Fun (DLM) -1Applesoft Basic - 1* - 1Apple's The Writer -1Appleworks - 3* - 8Aquarius Instructional - 1Bank St. School filer -1

145

Bank St. Writer - 1* - 2Basic Skills Collection

(Duncan Institute) - 1* - 1Birds (MECC) - 1* - 1Colonial Times (Database) - 1Cross Country USA - 1* - 2Davidson - 1Decisions History -1Duncan Institute -1The Explorers - 1E-Z Learner - 1Fifty States (MECC) - 1Follet Library Co. - 1The Game Show -1Games of the States (Media Materials) -1Holt text - practice disk 1

Immigrants - 1Indians (MECC) - 1* - 1Jenny's Journey - 1* - 3Logo - 2* - 2Magic Slate - 1Maine Studies - 1Maine to California -1Maps Language 1 & 2 - 1* - 1Market Place - 1MECC - 3* - 8Memory Castle - 1* - 1Micropaws Keyboarding -1* -1Microzines - 1Missing Links - 1Multiscr;be - 1National Inspirer - 1Newsroom - 1* - 1O'Dell Lake (MECC) - 1* - 1Oregon Trail (MECC) - 6* - 9Peterson's - 1The Presidents (MECC) 1

Print Shop - 2* - 4Sea Voyages - 1

Seasons (MECC) - 1* - 164 Speedscript - 1SlcD - 1Snooper Troups - 1* - 1Solutions 1

Spcedscript - 1States & Traits - 1Survival - 1* - 1Talcs of History - 1Talking Textwriter - I* - 1Teacher made - 1Tic Tac Show - 2


Timelines - 1Time News Quest - 1* - 1Town Meeting - 1US Atlas Action (DLM) - 3US Constitution -1Wheel of Fortune - States & Capitals - 1* 1Where is Carmen Santiago series - 4* - 14Word Wizard -1

MISCELLANEOUS

ArtDazzle Draw - 1* - 1Dazzle Eyes - 1Koala - 1Logo - 1* - 1

Cause & EffectAdapted Frog & Fly - 1Cause & Effect 1 & 2 - 1Four Corners - 2Master Blaster - 2Matching Early Learning - 1Switch & Sea -1Switches -1Wheelchair, Blocks & Fireworks - 2

Directionality/MotorDraw (Early Games ) 1

Ducks Ahoy -1Early Learning Friends -1* 1

Following DirectionsFun with Directions - 1Memory Match - 1

Gifted/TalentedAppleworks - 1* - IBank St. Writer - 1Blockers & Finders - 1* - 1Bumble Plot - 1* - 1Desk Mate - 1Dinosaur Dig - 1Logo - 1* - 1Memory Building Blocks - 1MS-DOS Basic - 1Multi Scribe - 1Oregon Trail - 1* - 1Poetry Express - 1The Pond - 1* - 1Print Shop - 1Publish It - 1* - 1

146

Space Waste Race - 1Tiger's Tale - 1Zoyon Patrol - 1Leisure SkillsEarly Learning Switches - 1Matching - 1Switch Access Music - ISwitch & See - 1Switch Music - 1

MemoryAnimal Hotel - 1* - 1Layer Cake - 1

Memory Building Blocks (Sunburst) - 1* -1Memeory Match - 1* -1Memory: The First Step (Sunbursy) - 1Mix & Match - 1Now You See (Sunburst) -

,;imon Says - 1

What's in a Frame? - 1

MusicPublic Domain - Music 1 & 2 - 1

Problem SolvingThe Factory (Sunburst) - 1* - 1Logo - 1Ten Clues - 1

ReadinessABC - 1.* - 1Bank St. Writer Plus - 1* - 1Big Bird - 1Face Maker -1Gettin Ready to Read & Add - 1Juggler's Rainbow - 1Letter Recognition (Hartley) - 1Muppet Learning Kcys - 2Muppetville - 1Odd One Out - 1Shape Star Ship - 1Space Waste Race - 1Sticky Bears - 1Sticky Bear ABC - 1* - 1Sticky Bear Numbers - 1* - 1Touch & Match - 1

Speech/LanguageChoices - 1

Early Games for Young Children (Springboard) - 1* -1Lucky's Magic Hat (Advanced Ideas) - 1* - IMcmory Building Blocks - 1


Muppetville -1Peak & Speak -1Pictalk (Echo II) - 1Talking Muppet Board -1Verb Viper (DLM) 1* - 1Weekly Reader Software - 1* -1Word Man (DLM) - 1* -1

Study SkillsApple Writer - 1

Effe.ctive Study Skills - 1* 1

Fred Writer 1* - 1MCE programs - 1Multi-scribe - 1Print Shop -1

Visual/MotorFace Maker - 1Factory -1Graph Master -1Jenny's Journey - 1Logo -1Patterns (MECC) -1PAWS - Type - 1Peanuts Picture Puzzle - 1* - 1Peanuts Maze Marathon -1Right of Way (MECC) - 1* - 1Sticky Bears Town -1Teddy's Playground -1Window Ware Master Touch - 1* - 1

147

OtherAppleworks - 1* - 3Aquarius Instructional Work Series - 1* - 1Crossword Magic -1DOS - 1Driver Ed (MECC) - 1Figure Fun - 1* -1Improving SAT Scores -1Koala Pad - 1* - 1

Learning Well - 1* - 1

Light on Target - 2MECC - 3* - 13Mind Puzzles (MECC) - 1* - 1Printshop - 1* - 2SOC (AGS) - 1* - 1Sunburst - 1* - 2Talking Textwriter - 1* -1Teacher made - 2Test Taking (NICE) - 1* -1Word Attack - 1Word Perfect - 1* - 1Work Sun ival Skills -1

Documents

I:1.0,44:41.; DOCUMENT RESUME ED 318 198 EC 230 828 … · 2014-03-24 · software packages for special educators working on the specific skill ... combines keyboard instructionwith