Lexia Ial English Manual

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Lexia Inicio a la Lectura

Version 1.0

Table of Contents

Introducti o n

HowLexia Inicio a la Lectura Works & Its Designers ......................................................................... 4Rationale Underlying the Lexia Products .................. ........................................................................ 4Lexia Inicio a la Lectura Schematic .......................................... ........................................................... 8System Requirements and Specifications ............... .................................................................................. 9Installation Instructions ................................................................................................................................. 9Installing or Updating Adobe Acrobat Reader ................................................................................. 10

Chapter 1: Setting Up

Starting UpLexia Inicio a la Lectura .......................................................................................................... 11Entering and Updating Class Names ........................................................................................................... 11Entering and Updating Student Names ................................................................................................... 12

Changing Available Levels.................................................................................................................. 14Specifying Units ...................................................................................................................................... 15Using On-Line Help .................................................................................................................................... 16Exiting from Teacher Options ..................................................................................................................... 16Setting and Changing Passwords ................................................................................................................ 16Important Tips for Teachers ........................................................................................................................ 17

Chapter 2: Using the Learning Activities

Starting Up .................................................................................................................................................. 19Steps to the Learning Activities .................................................................................................................. 19Exiting fromLexia Inicio a la Lectura ....................................................................................................... 20Level 1 Activities Overview ................................................. ...................................................................... 21

Sonidos Iniciales / Finales (Sound Match) ................... ......................................................... 22Rima (Rhyme) ................................................................................................................................ 24Anlisis Estructural de la Palabra (Word Structure) ...................................................................... 25Deslizando Sonidos (Sound Discrimination) ............................................................................. 27

Chapter 3: Managing Records & Using Reports

Copying and Transferring Student Data ................................................................................................. 29Generating Reports ......................................................................................................................... 30Interpreting Individual Reports ................................................................................................... 31Interpreting Achievement Reports .......................................................................................................... 32Interpreting Class Reports ................................................................................................................... 32

Exiting from Teacher Options ................................................. ................................................................... 33Appendix: Troubleshooting

Troubleshooting the Sound ......................................................................................................................... 35Troubleshooting Text Layout in Teacher Options .................................................................................. 37Service and Support .................................................................................................................................... 38


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Information in this document is subject to change without notice and does not represent a commitment on thepart of Lexia Learning Systems, Inc. The Software described in this document is furnished under a licenseagreement or non-disclosure agreement. The software may be used only in accordance with the terms of theagreement. It is against the law to copy the software on any medium except as specifically allowed in the

license or non-disclosure agreement.Nopartof this manual may be reproduced or transmitted in any form orby any means, electronic or mechanical, including photocopying and recording, for any purpose without theexpress written permission of Lexia Learning Systems, Inc.

Lexia is a registered trademark of Lexia Learning Systems, Inc.Lexia Inicio a la Lectura is a trademark of Lexia Learning Systems, Inc.Lexia Early Reading is a registered trademark of Lexia Learning Systems, Inc.Lexia Phonics Based Reading is a registered trademark of Lexia Learning Systems, Inc.Lexia Quick Reading Test

is a trademark of Lexia Learning Systems,Inc. Windows

is a registered trademark of Microsoft, Inc.DIRECTOR

COPYRIGHT

1994, 1997 Macromedia, Inc.

Macintosh

COPYRIGHT

1997-2003 Apple Computer, Inc.Adobe Acrobat Reader COPYRIGHT 2003 Adobe Systems,Inc.

Version 1.0 V050604Copyright

Lexia Learning Systems, Inc. 2001-2003

All rights reserved. Printed in the U.S.A.


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Introduction

Lexia Inicio a la Lectura is a state-of-the-art computer program designed to help children ages 4 to 6 (and

older children experiencing difficulty) develop the auditory abilities considered critical in the acquisition ofword-attack skills. One of the most important auditory processing skills associated with learning to read isphonological awareness(Adams, 1990, Leong, 1991, Liberman & Shankweiler, 1985, Snow et al., 1998,Share & Stanovich, 1995, Wagner & Torgesen, 1987). Phonological awareness involves the ability toanalyze the sound structure of spoken language. It includes an understanding of rhyme, the segmentation ofwords into parts (phonological analysis) and the blending of these parts back into words. This begins with anawareness of words as isolated units and moves to the awareness of syllables and sounds within words. Studentsmust know how to isolate sounds (phonemes) within words in order to apply phonics as a word-attack strategyfor reading and spelling. In the preschool years, many children begin to develop this awareness. However, somestudents do not develop sufficient phonological awareness and must be taught in a structured way (McGuiness,1997, Langenberg et al., 2000).Lexia Inicio a la Lectura helps to provide this structure.

The No Child Left Behind Act presents a big challenge for bilingual teachers. In order to help teachers meetthis challenge,Lexia Inicio a la Lectura is based on a profile of our students needs. This includes the need forbilingual students to learn to read in their native language, as well as to transition towards reading in English

(I m p lementing Reading Fi r st with Engli s h Language L earni ng, Beth Antunez).

During the last 90 years, various researchers have documented the methodologies used to teach reading inSpanish (Learning i n Two World s , Bertha Perez & Mara E. Torres-Guzman, and Prcticas P edaggicas en laEnseanza de la Lectur a , Mayra Elba Palazuelos). In general, Lexia Inicio a la Lectura uses a method calledMetodo Global de Analisis Estructural(Global Method of Structural Analysis), which involves using words andphrases to teach reading and writing without analyzing their component parts. Lexia uses a deductive approach,based on the child's syncretism between localand global integration. In addition, the program integrates theMetodo Palabras (Whole Word Method), aimed at analyzing and synthesizing language. Finally,Lexia Inicio ala Lectura reinforces visual and auditory processing.

Lexia Inicio a la Lectura incorporates the best practices for transitioning to English reading (I m p lementing

Reading First with English Language Learner s) by coaching students in the following skills:

Phonological awareness Vocabulary development Identification of beginning and ending sounds Rhyming Reasoning

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H o w Lexia Inicio a la Lectura Wor k s

Students work independently by listening to verbal computer instructions and clicking on images with a mouse.The interactive exercises branch automatically depending on the students performance, providing practice inspecific areas of difficulty when needed, and moving on to more difficult areas when the student is ready.

Teachers may override the automatic branching function at any time to assign program units or to customizeexercises for individuals. The activities are colorful and intriguing, with formats and graphics that interest,motivate, and challenge, thus making practice enjoyable.

Feedback and Progress Reports

Lexia Inicio a la Lecturaprovides individual performance reports for students, parents and teachers. TheAchievement Reports illustrate the progression through the levels and allow students to monitor their ownprogress. In addition, the Inicio a la Lectura performance recording system provides detailed individual andclass reports for teachers. The reports facilitate close monitoring of student responses and support activityadjustments, both in the use ofInicio a la Lectura, and in daily classroom instruction.

Designers of Lexia Inicio a la LecturaLexia Inicio a la Lectura was adapted and developed by Julex Learning, a division of CS&C, Inc., an Illinois-based corporation which provides content development and programming. The content development wasproduced by Alma Valdes, assisted by a group of reading specialists: Charles Haynes, Judy Kalina, and AidaFernndez. Lexia is grateful for all of their work, and for the cooperation of the many schools that testedLexiaInicio a la Lectura.

Rationale Underlying the Lexi a

Products

The Lexia products are designed to capitalize on the benefits of computerized instruction, as well as to reflectrecent theories of reading acquisition and the reading process.

Advantage of Computer-assisted Instruction in the Teaching of Reading

Computer-assisted instruction is particularly well suited to deliver supplementary instruction in reading.Torgesen (1984) and Healy (1998), among others, have emphasized the usefulness of computers in deliveringhighly motivational practice in reading. Game formats, specifically defined goals, and lively but non-distractinggraphics are useful in increasing attention and motivation. (Malone, 1980, Christensen & Gerber, 1990 andFord et al., 1993). The computer program also has the capacity to present tasks many times per minute todevelop automaticity. It is infinitely patient and allows the student to review material as frequently as necessarywithout embarrassment. Carefully designed software can increase lesson continuity and provide immediatefeedback as well as monitor and report progress for both student and teacher.Lexia Inicio a la Lectura isdesigned to fulfill all of these criteria.

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Increasing Phonological Awareness with the Help of Lexia Inicio a la Lectura

Lexia Inicio a la Lectura is specifically designed to increase phonological awareness, which is the foundationfor learning sound/symbol relationships and phonic word-attack strategies. The importance of this knowledgefor effective acquisition of reading skills has been emphasized by educators in the field for years (Chall, 1983)and again more recently in comprehensive books by Marilyn Adams (1990), Diane McGuinness (1997) andthe National Research Council (1998). Knowledge of the structure of language and sound/symbolcorrespondence gives students a strategy that can be applied when confronted with unfamiliar words. Thisstrategy contributes to their independence in reading.Lexia Inicio a la Lecturaprovides opportunities fordeveloping this phonological awareness.

The activities inLexia Inicio a la Lectura reinforce the application of phonological awareness knowledge inwords and sounds. They are divided into a total of 61 units of increasing complexity. The focus of theseinteractive activities is to develop awareness of the phonological structure of language as well as to monitor formeaning. The activity formats also encourage listening skills and following directions. The graphics enhancemeaning and facilitate comprehension.

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References

Adams, M.J. (1990). Beg inn ing to Re a d T h ink ing a n d Lea r ni n g A bo u t P r in t. Cambridge: MIT Press.

Antunez, Beth (2002). Nm. 15. I m p le m enting R e a d in g F irst w it h E ng lis h L an gu a ge Le arn e rs .

August, D. & Hakuta, K. (Eds.) (1997). I m p ro v ing Scho o li n g f o r La n g u a g e- m ino rity Chil d re n : A Research A g e nd a .Washington, DC: National Academy Press.

Chall, J.S. (1983). Lear n ing to read: T h e Great Debat e . Updated Ed. New York: McGraw-Hill.

Christensen, C.A. and Gerber, M.M. (1990). Effectiveness of Computerized Drill and Practice Games in Teaching BasicMath Facts, Exce p ti on ality , 1: 149-165.

Diaz-Vera Javier E. (1997). L as F r m u las Rim adas en E s p a ol e In g ls: A n l is is D iac rni co y Co n tras tiv o .

Durgunoglu, A. Y., Nagy, R., & Hancin, M. (1993). Cross-Language Transfer of Phonemic Awareness. J o ur n al ofE d ucational P sy chol o g y 85 (3), 452-465.

Ford, M.J., et al. (1993). Attending Behaviors of ADHD Children in Math and Reading Using Various Types of Software,Jo ur nal o f C o m puting in C h ild h o o d E d ucati o n . 4(2) 183-196.

Gmez Borrego, Leonardo (1997). Gra m ti c a Didctica del Esp a ol .

Healy, J.M. (1998). F ailure to C o n n ect H o w Co m pute r s A f fect Ou r Ch ildr e n s M in d s - f o r Better a n d W o rs e . New York:Simon & Schuster.

Hornberger, N. G. (1994). Continua of Biliteracy. In Fedrman, B.M., Weber, R., & Ramirez, A.G. (Eds). Literacy AcrossLa n gu a ge an d C u lt u res (pp. 103-139). Albany, NY: State University of New York Press.

International Reading Association (1997). The Role of Phonics in Reading Instruction: A Position Statement. Rea d ingOnli n e . www.rea d in g o n li n e.org.

Koda, K. (1997). Orthographic Knowledge in L2 Lexical Processing: A cross-linguistic Perspective. In Coady, J. &

Huckin T. (Eds.). Se c o n d L an gu a ge V o ca b u lary A cq u isition (pp. 35-52). New York: Cambridge University Press.

Langenberg, D.N., et al. (2000). N a ti onal Re adi n g P a nel Re p o rt to Co n g r e s s . Bethesda, MD.

Legarreta-Marcaida, D. (1981). Effective Use of the Primary Language in the Classroom. Sc h o o ling and Lan gu a g eMi no rity Stu d e n ts: A T h eoretical Fra m ew o r k. (83-116). Los Angeles California: Evaluation, Dissemination andAssessment Center. California State University. Los Angeles, California.

Leong, C.K. (1991). From Phonemic Awareness to Phonological Processing to Language Access in Children DevelopingReading Proficiency. Phonological Awareness in Reading: The Ev oluti o n of Cu rr e nt P e r specti v e s . In D.J. Sawyer and B.J.Fox (Eds.). 217-254 New York: Springer-Verlag.

Liberman I.Y. and Shankweiler, D. (1985). Phonology and the Problems of Learning to Read and Write. Re m edial andSpecial E duca tion , 6, 8-17.

Malone, T.W. (1980). W h at M akes T h in gs F u n to Lea r n ? A stu dy o f I n tri n sically M o ti v ati n g C o mpu ter Ga m e s . Palo Alto,CA: Palo Alto Research Center.

McGuinness, D. (1997). W hy O u r C h il d r e n Cant Re a d an d What We C a n Do Ab out I t. New York: Simon &

Schuster. Miramontes, O.B. (1990). A Comparative Study of English Oral Reading Skills in Differently Schooled

Groups ofHispanics Students. Jo u r nal of Readi n g B e h a vi o r 22 (4), 373-394.
http://www.readingonline.org/http://www.readingonline.org/http://www.readingonline.org/


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Introduction 6


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Miramontes, O.B., Nadeau, A., & Commins, N.L. (1997). Restruct u ri n g Sc h ools f o r Lin g uistic D iver s ity . New York:Teachers College Press.

National Research Council, Snow, C., et al. (1998). Pre v enti n g Rea d ing Diffic u lties in Y o ung C h il d re n . Washington, DC:National Academy Press.

Odilin, T. (1989). L a ngu a ge Tr an s fer: C ross-linguistic Inf luence in L a ngu a ge Le a rn in g . New York, NY: Cambridge

University Press.

Palazuelos, Mayra Elba (2001). Prcticas Pe d a g g icas en la E n se a n za de la Lectu r a . Estudio realizado en el IV ConfresoEstatal del 28-30 de marzo en Culiacn Sinaloa.

Prez, Bertha & Torres-Guzmn, Mara E. (1996). Lea r ning in T w o W or ld s . New York, NY: Longman Publishers.

Roberts, C.A. (1994). Transferring literacy skills from L1 to L2: From Theory to Practice. J o ur n al of E du catio n al Issues ofLan gu a g e Min o rity Stu d e n ts, 1 3 , 2 09-21 .

Rodriguez-Castellano, J., & Rodrguez Castellano, L. (1965). S p a n ish P h o no logical P attern s . New York: CharlesScribners Sons.

S.E.P. Mxico (1981). P ro pu e sta de A p r e nd izaje p a ra la A d q u isici n de la Le ng u a Es c r ita .

Share, D.L. and Stanovich, K.E. (1995). Cognitive Processes in Early Reading Development:Accommodating Individual Differences into a Model of Acquisition. Issues in Ed u catio n : Co n trib u tions fr o m E du cat ion alPsyc ho lo g y . Vol. 1, 1, 1-57.

Snow, C.E. (1992). Perspectives on Second-Language Development: Implication for Bilingual Education. Ed u catio n alResearch e r , 21 (2), 16-19.

Thonis, E. (1983). The E ngl ish - Sp a n is h C o nnecti o n . Compton, CA: Santillana.

Toberosky, Ferreiro A. (1978). La A d q u isici n d e la Lec to- Escrit u ra co m o P r oce s o C o g n itivo, C u a d e r n o s de P e da go g a ,Barcelona, Espaa.

Torgesen, J.K. (1984). Instructional use of Microcomputers with Elementary Aged Mildly Handicapped Children.M icroco mput e rs a n d E x cept ional C h il d r e n , J 3748.

Wagner, R. and Torgesen, J.K. (1987). The Nature of Phonological Processing and Its Causal Role in the Acquisition ofReading Skills, Psycho log ical Bu lletin , 101. (2) 192-212.

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)

Start

(Comenzar)

Lexia Inicio a la Lectura Logo Screen

Go Screen

(Pantalla de Continuar)

Teacher Options Screen

(Pantalla Opciones para el Maestro)Student Confirmation Screen

(Pantalla Confirmacin del Estudiante)

Classes

(Clases)

Students(Estudiantes)

Change Level

(Cambiar Nivel) Specify Units

(Especificar Unidades) Teachers Guide

(Gua del Maestro)

Reports

(Reportes) Help

(Ayuda)

Choose a Level Screen

(Escoger unNivel)

Level 1Activity Screen

(Nivel 1) Pantalla de laActividad

Sound Match

(Sonidos Iniciales/Finales) Rhyme

(Rima) Word Structure

(Anlisis de Palabras) Sound Discrimination

(Deslizando Sonidos)

Figure 1:Lexia Inicio a la Lectura Schematic

Figure 1 illustrates the flow ofLexia Inicio a la Lectura. From the Go screen, you have two choices: you maygo to Teacher Options, or you may go to the Student Confirmation Screen to use the Learning Activities. Formore information about the Learning Activities or Teacher Options, please check the table of contents for therelevant pages.

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System Requirements and Specifications

For Macintosh Users

PowerPC Mac OS 7.5.3 or higher (not OSX)

At least 16 MB of RAM At least 30 MB hard drive space 13 Color Monitor or better Double-speed CD-ROM drive Speakers or Headset

(headset recommended)

For Windows Users

Intel Pentium Processor equivalent or better Windows 95, 98, 2000, NT, XP At least 16 MB of RAM At least 30 MB hard drive space Double-speed CD-ROM drive Speakers or Headset

(headset recommended)

Installation Instructions

For Macintosh Users

1. Put theLexia Inicio a la Lectura CD-ROMinto the CD-ROM drive with the printed sideup.

2. Double-click on the Inicio a la Lectura icon(located on your desktop) to open.

3. Double-click the IAL_CD installer icon tobegin installation.

4. Read subsequent screens and clickNext untilyou see the Installbutton. Click it.

5. ClickInstall again to installLexia Inicio a laLectura into the default folder. (Or, you canselect a different file name and location, ifdesired.) NOTE: If a previous version ofLexia Inicio a la Lectura was installedanywhere other than the default location, youmust again designate the same directory. Thiswill allow the current class and studentrecords to be used.

6. Choose Quit after completing the

installation.7. To begin use, make sure theLexia Inicio a la

Lectura CD is in the drive. Double-clicktheInicio a la Lectura icon and turn to Chapter1.

For Windows Users

1. Put theLexia Inicio a la Lectura CD-ROM into theCD-ROM drive with the printed side up.

2. Open the My Computer icon and double-click onthe IAL_CD icon.

3. Double click the Inicio a la Lectura Install.exeicon.

4. Read subsequent screens and clickNext until yousee the Select Destination screen. If you wish tochange the directory name, do so; then clickNext.

NOTE: If a previous version ofLexia Inicio a laLectura was installed, you should use the samedirectory where the old version was installed. Thiswill allow the current class and student records tobe used with the new version.

5. ClickNext again and the installation will takeplace. ClickFinish when prompted to do so, thenclose the window for CD-ROM.

6. To begin use, make sure that theLexia Inicio a laLectura CD is in the drive, then double-click the

Inicio a la Lectura icon on your desktop and turnto Chapter 1.

If you need technical support

Please call 800-507-2772

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Insta lling or Upgrading Adobe Acrobat Reader

A copy of this Teachers Guide has been included on yourInicio a la Lectura CD in a pdf file that can be readby any computer with Acrobat Reader Version 4.0 or higher. If you do not have Acrobat Reader V4.0 orhigher, you can install it from theInicio a la Lectura CD as described below, at right.

1. To access the Teachers Guide directly from the CD, follow steps 2-4 below. To access this guide from

within the program, skip to step 5.2. Put theInicio a la Lectura CD into the CD-ROM drive,

printed side up.

3. Macintosh: Wait for the CD icon to display onyour desktop. Then double-click on it.Windows: Double-click on the My Computericon; then double-click the IAL_CD icon.

4. Double-click on the English_Teachers_Guide.pdficon. Now skip to step 7.

5. At theInicio a la Lectura Ir (Go) Screen, click onOpciones del Maestro (Teacher Options).

6. Click the Teachers Guidebutton.

7. Adobe Acrobat Reader should initialize and open the fileautomatically. If it doesnt, you may not have AcrobatReader installed on your computer, or you may have anold version. If that is the case, return to the CD windowand follow the installation instructions, at right. Theprogram can also be downloaded from Adobe at:www.adobe.co m /products/acrobat/readstep.ht m l

8. The first page of the manual will appear on your screen.Note that this document contains blue links that will takeyou to the area indicated in the text of the link. Forinstance, the linksin the table of contents take you to thevarious headings. Page references within the text take youto the referencedpage. Simply click on the blue link andthe appropriate page will appear! This provides a quickand easy way to find the information you need.

9. If you accessed the Teachers Guide from within Inicio a

la Lectura, you can return to Teacher Options by closingAcrobat Reader.

To Install Adobe AcrobatReader

from theInicio a la Lectura CD:

1. Follow steps 2 and 3, at left.

2. Double-click on the Adobe AcrobatReader Installer folder.

3. Windows: Double-click on theinstaller icon Ar405eng.exeMacintosh: Double-click on the

installer icon ACRPPAC.4. Follow the on-screen installation

instructions. If you get a messagesaying that you should uninstall anold version of Acrobat Reader first,follow the directions below.

To Uninstall an Old Acrobat Reader:

1. Close any programs that are running.ClickStart, point to Settings; thenselect Control Panel.

2. Double-click on Add/RemovePrograms.

3. Click on Adobe Acrobat Reader sothat it is highlighted.

4. Click on the Add/Removebutton.Confirm that you want to removeAcrobat Reader by clicking Yes.

5. When the uninstall is completed,clickOK. Then close the ControlPanel andthe Add/Remove Programsbox. Nowyou can install the newAcrobat Reader (see directionsabove).

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Chapter 1: Setting Up

Starting Up Lexia Inicio a la Lectura

You must install theLexia Inicio a la Lectura software before you can run theLexia Inicio a la Lecturaprogram. If you have not yet installed the software, turn to page 9 and follow the installation instructionsbefore proceeding below:

1. Put theLexia Inicio a la Lectura CD into the CD-Rom drive with the printed side up. The CDmust be in the drive at all times for the program to run.

2. Windows 95 or higher: Double-click the Shortcut icon Inicio a la Lectura on your desktop.Macintosh: Double-click in the folder that contains theLexia Inicio a la Lectura application. (Ifyou accepted the default folder name, it is called Lexia_IAL and is located on your HD.) Double-clicktheInicio a la Lectura icon. (Note: you may make an alias of this icon for your desktop.)

3. The Lexia Logo displays. Double-clickanywhere on the Logo Screen to continue.

4. The Ir (Go) screen appears.

Entering & Updating Class

Names

Lexia Inicio a la Lectura will accommodate up

to 3 classes. To enter one or moreclass names:

1. At the Ir (Go) screen, clickOpciones delMaestro (Teacher Options).

2. ClickClases (Classes).

3. ClickAgregar Clase (Add Class) in the Lista de Clase (Class List) box.

4. Type a class name into the empty field; then clickSalvar (Save) or press the Enter key.

5. ClickHecho (Done) when you are finished entering the class names. To enter another classname, repeat step 4.

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4. ClickAgregar Estudiante (Add Student). Type a students name.

5. Click the N1button so that the student will have access to Level 1. The level button will turnblack.

6. ClickSalvar (Save).

7. To add another student to the same class, type the name; then repeat step 5 and 6.

8. ClickHecho (Done) when you are finished entering student names for the selected class.

9. If you want to add student names to another class, repeat steps 3-7. When you are finishedentering student names, clickHecho (Done).

Deleting Student Names

1. ClickOpciones del Maestro (Teacher Options) from the Ir (Go) screen.

2. ClickEstudiantes (Students).

3. The Agregar/Eliminar Estudiante (Add/Delete Student) box displays with a class listed on theright. If this is the class you need, go to step 4; if not, clickSiguiente Clase (Next Class) until thecorrect class displays.

4. Click to highlight the student name you wish to delete. ClickEliminar Estudiante (DeleteStudent).

5. A new dialog box appears with the selected student highlighted. To delete that students nameand records, clickEliminar (Delete).

6. The next student name on the class list automatically appears in the dialog box. If you wish todelete this student as well, clickEliminar (Delete). If you wish to delete a different studentsname, click on the name you want on the list, at right. That name will appear in the dialog box.ClickEliminar (Delete).

7. ClickHecho (Done) when you are finished deleting student names.

Changing the Spelling of a Student Name


2. ClickEstudiantes (Students) from the Opciones del Maestro (Teacher Options) screen.

3. The Agregar/Eliminar Estudiante (Add/Delete Student) box appears with a class listed on theright. If this is the class you need, go to step 4; if not, clickSiguiente Clase (Next Class) until thecorrect class displays.

4. Click on the student name that you wish to correct; then clickCambiar Ortografa (ChangeSpelling).

5. A new dialog box appears with the selected student highlighted. Click in the white entry field andcorrect the student name. ClickSalvar (Save).

6. The next student name on the class list automatically appears in the dialog box. If you wish tochange this student name as well, repeat step 5. If you wish to change a different student name,click on it; thenrepeat step 5.

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Specifying Units

Lexia Inicio a la Lectura allows teachers to specify, for any activity, the starting unit for an individualstudent or for an entire class. The activity will branch from the starting unit, or if the automatic branchingis turned off, the activity will remain at the specified unit. To specify units:


2. ClickEspecificar Unidades (Specify Units).

3. A class list displays, at right. If this is not the class you need, clickSiguiente Clase (Next Class)until the correct class displays.

4. To specify units for the entire class, clickPersonalizar Clase (Customize Class), and skip tostep 6. To specify units for a specific student, clickPersonalizar Estudiante (CustomizeStudent).

5. Select a students name by clicking on it within the class list, at right.

6. Click on the level that you wish to customize.7. The activities for this level display on the right. Click on the activity that you wish to customize.

If you need a description of the selected activity, clickDescripcin de la Actividad, or, for adescription of the specific units, clickDescripcin de la Unidad. For more information about theactivities, see the descriptions in Chapter 2.

8. To change the starting unit for the selected activity, clickNueva Unidad (New Unit) in the graydialogbox. Then type the new starting unit. (The number of available units is provided on theactivity list under Total de Unidades.)

9. ClickNueva Unidad (New Unit) again, or clickSalvar (Save), to confirm your unit numberselection. If you want the student (or class) toremain at the specified unit, turn off autobranching by clicking on the Si (yes)button: it willtoggle to No auto branching. To turn autobranching back on, click the same button and itwill turn backtoSi.

10. ClickSalvar (Save) when you have finished customizing the activity.

11. ClickHecho (Done) when you have finished customizing activities for this level. If you want tocustomize another activity, return to step 7.

12. ClickHecho (Done) when you have finished customizing activities for students in this class. Ifyou want to specify units for another student, return to step 5. If you have been customizing an

entire class andwish to do so with a different class, click on the class you want (at right), andreturn to step 6.

13. ClickHecho (Done) when you are finished specifying units. If you want to specify units forindividual students in another class, return to step 3.

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Using On-Line Help

Ayuda (Help) provides a description and instruction for each choice on the Opciones del Maestro(Teacher Options) menu and submenus. If you want context-sensitive help, clickAyuda.

To view this Teachers Guide on-screen, click the English Teachers Guidebutton in the Opciones del

Maestro (Teacher Options) menu. Acrobat Reader should start and open this document. If AcrobatReader fails to open the Teachers Guide, or displays an error message before opening it, then youprobably need to install or upgrade Acrobat Reader. To do so, follow theboxed directions on page 10.

The on-screen Teachers Guidecontains many blue links that will takeyou to the area indicated in the text.For instance, the links in the table ofcontents take you tothe variousheadings. Page references within thetext take you to the referenced page.

Simply click on the blue link and theappropriate page will appear! To backup to your previous location, click onthe back-arrow button.

Click to go to theTable ofContents.

Click to goto the nextpage.

Click to goto the lastpage.

If you wish to print some, or all, of the guide, pull down the File menu and select Print. Your printersdialog box displays. The page orientation should be Portrait, and the scaling option (if available)should be Actual Size or100%. Please note that your license does not authorize you to print this guidefor an unlicensed user.

Exiting from Teacher Opt i ons (Opciones del Maestro)

To exit from the Opciones del Maestro (Teacher Options) menu, clickSalida (exit). If the Salida (exit)button is not highlighted (unavailable for use), clickHecho (Done) until the screen has a functionalSalida (Exit) button.

Setting and Changing Pass w o rds

Lexia Inicio a la Lectura allows passwords to be used in two locations. You may specify a password forentering Teacher Options and/or for exiting the program.Lexia Inicio a la Lectura is delivered withneither of these password options activated. If you do not want to use passwords, then you do notneedto follow the steps below. However, if you want to use a password at either or both of the locationsdescribed above (as recommended), you may set the password(s) of your choice:

1. Macintosh Users: Find and open the Lexia_IAL folder on your hard disk.Windows Users: Find and open the Lexia_IAL folder on your hard disk.

2. Find and open the ERPreffile by double-clicking on it. Your text editor will start.

3. You will see the lines Teacher Options Password: ( )Exit Password: ( )

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4. Type the password that you would like to use inside the parentheses. Any combination of 1 to 7alphanumeric characters may be used. Spaces should not be used. A left parenthesis followed bya right one, with nothing in between, indicates that the password option is currently inactive. Ifyou set passwords, be sure to remember what they are, or write them down where students willnot see them.

5. When you are satisfied with the password settings, pull down the file menu and select Salvar(Save). Then pull the file menu down again and select Salida (exit).

Important Tips for Teac h ers

1. You may want to give a brief verbal introduction to the program before students use it for the firsttime. For instance, you could say:

You are going to be using a new computer game. The game will help you get ready for reading.Each activity in the game is explained by Lexie the Lion, who looks like this (hold up the Lexie puppet,or the picture of Lexie, found inside the back cover). Listen to Lexie and follow his instructions.

You will need to listen very carefully. Lexie will help you think about the sounds in words. If you dontknow the answer to one of Lexies questions, just make your best guess. You can always try again.Remember to listen very carefully. (Feel free to use your own words.)

2. It is recommended that students work onLexia Inicio a la Lectura for 10 to 15 minutes, 3-5 timesper week.

3. Normally,Lexia Inicio a la Lecturabranches automatically to the next activity or to a simpleractivity, as needed. However, if you wish to have a student or class use a specific unit repeatedly,you may turn off the automatic branching feature. For instructions, see Specifying Units on page15.

4. On the activity screen ofLexia Inicio a la Lectura, where students choose an activity by clicking

on it, the activities are arranged in the order of difficulty with the most difficult activity on the farright. Some students are comfortable working with any of the activities in a given level; othersfind that one or two ofthe activities are too difficult and, therefore, they should complete theeasier activities first. (We suggest students begin with Sonidos Iniciales/Finales, followed byRima, then Anlisis de Palabras and finally Deslizando Sonidos.)

5. To help each student get started for the first time, go through the start-up procedure, allowing thestudent to do all of the clicking involved. Stay with the student while s/he selects an activity andlistens to the instructions. Explain that s/he should press the blue Rbutton if s/he wants to hearsomething again.

6. Students need to understand that the bar graphs on the activity screen will fill in only if theycomplete the exercises correctly; hence, they must work carefully. In addition, some units have

more than one exercise or have practice exercises; therefore, the bar graphs will not necessarilychange every time a student usesInicio a la Lectura. Finally, if the automatic branching is turnedoff for an activity, its bar graph will be blank, both on the screen and in printed reports.

7. If a student quits in the middle of an activity, the data from that lesson will be saved; but s/he willstart from the beginning of that unit the next time.

8. Bar graph charts can be printed as reinforcement for progressing through the activities. Thesecharts are called Reporte de Logros (Achievement Reports) in Opciones del Maestro (TeacherOptions), on page 30.

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Chapter2:

Using the Learning Activities

Starting Up

Once you have entered at least one class name and entered at least one student name, you are ready to usethe learning activities. If you have not yet done this, turn to Chapter 1 and do so now. Then follow thedirections below.

1. Put theLexia Inicio a la Lectura CD into the CD-ROM drive printed side up. The CD must be inthe drive at all times for the program to run.

2. Windows 95 or higher: Double-click the shortcut to Inicio a la Lectura on your desktop.Macintosh: Double-click the folder that contains theLexia Inicio a la Lectura. (If you acceptedthe default folder name, it is called Lexia_IAL and is located on your HD.) Double-click theInicio a la Lectura icon, or the alias, if you made one.

3. Click anywhere on the Lexia Logo Screen to continue. The Ir (Go) screen will appear.

Steps to the Learning Activities

If more than one class name has been entered, you will want to select the correct class and student namebefore a student may use the Lexia Inicio a la Lecturaprogram. At the Ir (Go) screen, look for thedesired class or student name. If the name is not listed, clickSiguiente Clase (Next Class) until you findit. To use the activities, studentsdo the following:

1. At the Ir (Go) screen, click on the appropriate student name.

2. ClickIr (Go) to continue.

3. The Student Confirmation Screen displays. If the name is incorrect, clickNo (red button). If thename is correct, clickSi (green button).

4. Click the N1 (Level 1) button.

5. The activities for Level 1 display with a bar graph above each activity button. Click on thedesired activity button. (Note: Detailed descriptions of theLexia Inicio a la Lectura learningactivities are provided in this chapter.)

6. Follow the verbal instructions to use the learning activity.

7. Click the blue Rbutton (Repeat) to hear instructions again, as needed.

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Exiting from Inicio a la Lectura

1. From within an activity, clickAlto (Stop) to return to the main activity screen. Note that if astudent stops in the middle of an activity, the data from that lesson will be saved; but s/he willstart from the beginning of that unit the next time.

2. ClickAlto (Stop) from within the Activity screen. The Ir (Go) screen displays.

3. If another student will be usingLexia Inicio a la Lectura, the computer should be left with the Ir(Go) screen displayed. To exit fromLexia Inicio a la Lectura, clickSalida (Exit) to return to yourdesktop.

IMPORTANT:Never turn off the computer while an activity is running or student data may be lost.First, exit from the activity and the program by following the steps outlined above.

Level 1 Activity Screen

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Level 1 Activities Overview

The activities in Level 1 are developed to increase the phonological awareness skills necessary toefficiently learn sound/symbol correspondence and phonic word-attack strategies. Rhyming, therecognition of initial and final sounds, segmenting, and blending are emphasized. Graphics are includedto reinforce meaning.

SonidosIniciales/Finales(Sound Match)

Focus: To increase the ability to identify beginning and ending sounds in words

Units: 17 (increasing in difficulty with words containing 1 to 3 sounds, including blends)

Words: 253

Rima(Rhyme Time)

Focus: To increase the awareness of rhyme patterns in spoken language

Units: 11 (increasing in difficulty with words containing 2 to 5 syllables, and 3 to 12 sounds)

Words: 372

AnlisisEstructural de la Palabra(Word Structure)

Focus: To increase the ability to segment words into syllables and sounds

Units: 19 (increasing in difficulty with words containing 3 to 5 sounds, beginning with a 1-second pause,a second pause, and finishing with no pause between sounds)

Words: 240

DeslizandoSonidos(Sound Discrimination)

Focus: To increase the ability to blend syllables and sounds to construct words

Units: 14 (increasing in difficulty using compound words with 4 to 7 sounds, beginning with a 1-secondpause between sounds, and ending with a -second pause between syllables and sounds)

Words: 272



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Sonidos Iniciales/Finales (Sound Match)

PURPOSE: Sonidos Iniciales/Finales is designed to increase awareness of beginning and ending soundsin words. It also integrates word meaning into sound-discrimination activities.

TASK DESCRIPTION: Three pictures display, each representing a single word. The program highlightsand names each picture aloud. In the first 11 units, the student is asked to click on the word (or words)that begin with a certain sound. In units 12 through 17, the student is asked to click on the word (orwords) that end with a certain sound. In Units 1-3, 6-8 and 12-14, the student hears a sentence that definesthe target word as well as its beginning or ending sound. If a student has difficulty with a unit, theprogram branches to an easier task.

Units for Sound Match

Recognition of Beginning Sounds (Vowels)

1. Words with highly contrasted initial vowel sounds are introduced, progressing to words with

more subtly contrasted initial sounds. Foils have no relationship to the target word, e.g. Adivinaen que estoy pensando. Es algo que puedes comer y su nombre empieza con el sonido /u/.(something that you can eat that starts with the sound /u/) azul, uva, olla

2. Same as unit 1, except that foils have the same initial sounds as the target words, e.g. Adivina enque estoy pensando. Es algo que brilla en el cielo y su nombre empieza con el sonido /e/.(Something that shines in the sky that starts with the sound /e/.) agua, estrella, elote

3. Same as unit 1, except that foils have similar meanings to the target words, e.g. Adivina en queestoy pensando. Es algo que puedes comer y su nombre empieza con el sonido /e/. (Somethingthat you can eat that starts with the sound /e/.) uva, elote, avena



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Matching Sounds

4. Foils have no relationship to target words. Target words are placed next to each other. (ocho, olla,abuelo)

5. Same as Unit 4, except target words are placed randomly. (abuelo, urraca, aguja)

Recognition of Beginning Sounds (Consonants)

6. Foils have no relationship to the target words, e.g. Adivina en que estoy pensando. Es algo quepuedes leer y su nombre empieza con el sonido /l/. (Something that you can read that starts withthe sound /l/.) libro, cuna, faja

7. Foils have the same initial sounds as the target words, e.g. Adivina en que estoy pensando. Esuna planta y su nombre empieza con el sonido /m/. (It is a plant that starts with the sound /m/.)maz, mono, nariz

8. Foils have similar meanings to the target words, e.g. Adivina en que estoy pensando. Es algo queest en la casa y su nombre empieza con el sonido /s/. (Something that is in your house and starts

with the sound /s/.) cama, mesa, sala9. Foils have no similarity to target words. Target words are placed next to each other. (mono, mesa,

cuna)

10. Foils have no similarity to target words. Target words are placed randomly. (cama, silla, caf)

11. Words include compound syllables and target words are placed next to each other. (fresa, flama,brocha)

Recognition of Ending Sounds

12. Foils have no similarities to target words, e.g. Adivina en que estoy pensando. Es un color y su

nombre termina con el sonido /l/.(It is a color that ends with the sound /l/.) azul, abeja, cono13. One of the foils has the same ending sound as the target word, e.g. Es algo que nos ensea donde

estamos y su nombre termina con el sonido /a/. (Something that shows us where we are that endswith the sound /a/.) payaso, mapa, capa

14. The foils have similar meanings to the target words. (camioneta, carro, autobs)

Matching Ending Sounds15. One of the foils has the same ending sound as the target word. Target words are placed next to

each other. (banda, masa, coco)

16. Same as unit 15, except that target words are placed randomly. (azul, dormir, sol)

17. Compound syllable words with some similarities. Target words are placed randomly. (piedra,cable, cebra)



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Rima (R hy me)

PURPOSE: Rima is designed to increase awareness of the patterns of rhyme.

TASK DESCRIPTION: Three pictures display, each representing a single word. The program highlightsand names each picture aloud, and then the student clicks on the two that rhyme. If the student has difficultywith a unit, the program branches to an easier task.

Units for Rima

1. Two-syllable words containing 3 to 5 sounds areused. Target words are placed next to each other.(delfin, roca, coca)

2. Same as unit 1, except the target words are placedrandomly. (maz, cubo, pas)

3. Two-syllable and three-syllable words containing

4 to 7 sounds are used. Included are initialconsonant blends, with no similarities between thefoils and the target words. Target words are placedrandomly. (flama, planta, drama)

4. Two-syllable words containing 3 to 5 sounds.Foils have some similarities to the target words.Target words are placed randomly.(cama, lata, rama)

5. Two-syllable words containing 5 to 7 sounds. Foils have some similarities to the target words.Target words are placed randomly. (placa, flaca, trucha)

6. Same as unit 5, except that the target words may be with or without initial consonant blends.(blanco, boca, banco)

7. Two-syllable words containing 5 to 7 sounds. Foils have some similarities to the target words,including ending consonant blends. Target words are placed randomly. (taladro, sable, cuadro)

8. Two-syllable words containing 4 to 7 sounds, including beginning and ending blends. Foils havesome similarities to the target words. Target words are placed randomly. (bruja, naranja, granja)

9. Same as unit 8, except that words contain more than six sounds and combinations ofendingconsonant blends. (cebra, culebra, tabla)

10. Root words plus the ando and iendo ending. Foils have some similarities to the target words. Targetwords are placed randomly. (cosiendo, esperando, mirando)

11. Root words plus the ar, er, irending. Foils have some similarities to the target words. Target wordsare placed randomly. (patinar, cocinar, esperar)



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Anlisis Estructural de la Palabra (Word Structure)

PURPOSE: Anlisis Estructural de la Palabra is designed to increase the awareness of syllables andsounds in words, and to improve upon the ability to segment words into syllables and sounds.

TASK DESCRIPTION: One picture displays to represent a word. The student hears the word and is thenasked to drag down one ball for each segment of the word. When the student drags down a ball, theprogram says thatsegment of the word. (Note: If a student has difficulty with a unit, the programbranches to an easier task.)

Units for Anlisis Estructural de la Palabra

1. Compound words are presented with a 1-second pause between each word. (saca-puntas)

2. Compound words are presented with a -second pause between each word.

3. Compound words are presented with no pause between each word.

4. Words with the suffix cito are presented with a 1-second pause between the word and the suffixcito. (bosque-cito).

5. Words with the suffix cito are presented with a -second pause between the word and the suffix.

6. Words with the suffix cito are presented with no pause between the word and suffix.

7. Words with the suffix dorare presented with a 1-second pause between the word and the suffix.(explora-dor).

8. Words with the suffix dorare presented with a -second pause between the word and the suffix.

9. Words with the suffix dorare presented with no pause between the word and suffix.

10. Words with 2 to 4 syllables and 4 to 10 sounds are presented with a 1-second pause between the

syllables. (ban-co)11. Same as Unit 10, presented with -second pause.

12. Same as Unit 10, presented with no pause between the syllables.

13. Compound words with 1 to 4 syllables and 3 to 10 sounds are presented with a 1-second pausebetween syllables. (pa-la)

14. Same as Unit 13, presented with a -second pause between syllables.

15. Same as Unit 13, presented with no pause.

16. Words with 3 and 4 sounds, presented with a 1-second pause between sounds. (s-a-l-a)

17. Same as Unit 16, but presented with a -second pause between sounds.



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18. Same as Unit 16, but presented with no pause between sounds.

19. Same as Unit 18.



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Desli z ando Sonidos (Sound Discrimination)

PURPOSE:Deslizando Sonidos is designed to increase the awareness of syllables and sounds in words.This improves upon the ability to blend syllables and sounds to construct words.

TASK DESCRIPTION: Three pictures representing one word each are displayed. The student hears aword with a brief pause between syllables, or between sounds, and is asked to click on the picture thatrepresents that word (e.g. aeroplano). If a student has difficulty with a unit, the program branches to aneasier task.

Units for Deslizando Sonidos:

1. Compound words are presented with a -second pause between words. (to-abuelo)

2. Two-syllable words are presented with a 1-second pause between syllables. (bu-que)

3. Two-syllable words are presented with a -second pause between syllables. (Jar-dn)

4. Same as Unit 2. (pa-vo)

5. Same as Unit 3. (bin-go)

6. Same as Unit 2. (ga-to)

7. Two-syllable words are presented with thesame initial sounds and final blends,containing 4 or 5 sounds (CVCV, CVCVC).The words are presented with a -secondpause between syllables. (bo-te, ba-te)

8. Words are presented with the same initialsounds and/or final blends, containing 4 to 7sounds. The words are presented with a

1-second pause between syllables. (fies-ta,nie-ta, bal-de, ban-ca)

9. Two-syllable words are presented with the same initial sounds + CV. The words are presentedwith a -second pause between syllables. (bru-ja)

10. Two-syllable words with the same initial blends with 5 to 7 sounds are presented with a 1-secondpause between syllables. (blu-sa)

11. Two-syllable words with the same final blends with 5 and 6 sounds are presented with a-second pause between syllables. (so-bre)

12. Same as Unit 11, except with a 1-second pause between syllables. (lum-bre)

13. Words with 4 and 5 sounds are presented with a -second pause between the sound/phonemes.(f-l-a-n, r-o-b-l-e)

14. Same as Unit 13, except with a 1-second pause between the sounds.



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Chapter 3:

ManagingRecords & Using Reports

Student records and reports are accessed through the Opciones del Maestro (Teacher Options) menu.Student records may be copied onto floppy disks and then transferred to other computers. Progress reportscan be viewed on the screen, copied onto floppy disks and/or printed. The required steps are very simpleand mirror the same set-upprocess as described in Chapter 1. Detailed instructions are provided in thischapter but its so easy that you maynot need them!

Copying & Transferring Student Data

If a student is going to useLexia Inicio a la Lectura on more than one computer, you can transfer his/herdata back and forth on a floppy disk. Or, if the student data for an entire class is needed on anothercomputer, you can transfer that data all at once.

1. ClickOpciones del Maestro (Teacher Options)from the Ir (Go) screen.

2. ClickClases from the Opciones del Maestro(Teacher Options) screen to transfer data for anentire class.ClickEstudiantes to transfer data forone student at a time.

3. ClickCopiar Informacin from the dialog box.

4. To copy data from the computer onto a floppy,clickCopiar al disco (Copy to Disk), and thenfollow steps 5-8. To copy data from a floppydisk onto a computer, follow steps 9-11.

5. To transfer data for an entire class, clickSiguienteClase (Next Class) until the desired class displays.To transfer one students data, click on the studentsname so that it appears in the box.

6. Place a floppy disk into the drive.

ClickClases if youwant to transfer datafor an entire class.

ClickEstudiantes ifyou want to transfer

data for individualstudents.

7. ClickCopiar (Copy). Note that you may place only one student or one class on a floppy disk. Ifthe floppy already contains data, you will be given the choice to overwrite it or replace thefloppy.

8. ClickHecho (Done) to return to the previous menu. ClickHecho (Done) again to return to the

Options screen. ClickSalida (exit) to return to the Ir (Go) screen.9. Place the floppy disk containing student data into the floppy drive of the other computer.

10. ClickCopiar del disco (Copy from Disk).

11. ClickCopiar (Copy). If a student with the same name currently exists on your student names list,you will be given the opportunity to update it. If the name is not there and the maximum numberof students already exists, you will have to delete a student in order to make space.

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12. ClickHecho (Done) to return to the previous menu. ClickHecho (Done) again to return to theOptions screen. ClickSalida (exit) to return to the Ir (Go) screen.

Generating Reports

Lexia Inicio a la Lecturaprovides teachers with three kinds of reports: Individual Reports (Reporte

Individual), Achievement Reports (Reporte de Logros) and Class Reports (Reporte de Clase). TheIndividual Report provides a detailed record of a single students past performance withLexia Inicio a laLectura; the Achievement Report provides bar graphs that illustrate the number of units a student hascompleted in each activity; the Class Report summarizes the most recent use by each student in the class.

To generate and view reports:


2. ClickReportes (Reports).

3. Click on the type of report that you wish to generate.

4. Click on an output location for the report: clickPantalla (Screen) if you wish to see the report onyour screen; clickImpresora (Printer) if you wish to print the report; clickArchivo Floppy(Floppy) if you wish to save the report on a floppy disk.

5. If you are generating a Class Report, clickSiguiente Clase (Next Class) until the desired list ofstudent names displays; then skip to step 6. If you are generating an Individual Report or anAchievement Report for a single student, click on Estudiante (Student). If you want a report forevery student in the class, clickClase Completa (Entire Class).

6. Click on the N1button for level 1. If you are generating an Individual Report, you can limit theperiod of time covered in the report by typing in a start date in the format mm/dd/yyyy. If youleave the start date blank, the Individual Report will include all of the students work of onLexiaInicio a la Lectura. If you provide a start date, the report will include work done on and after that

date, but not before.7. ClickOK. If you are generating a Class Report, the report will go to the output location that you

chose earlier. If you are generating any other kind of report, go to the next step.

8. If you are generating a report for a single student, click on his/her name. If you do not see thename displayed, or if you are generating a report for an entire class and it is not displayed, clickon Siguiente Clase (Next Class) until the correct class appears.

9. ClickCrear Reporte (Create Report), and it will be sent to the location that you chose earlier.



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Interpreting Individual Reports

An Individual Report provides detailed information on a students work sessions withLexia Inicio a laLectura. You can see which activities have been used and on what date(s). You can see which unitswithin each activity have been used and how many errors were made in each unit. This detailed

information can help you determine which skills have been mastered, which skills require more practice,and which skills need further explanation.

If you leave the start date blank, the Individual Report provides a complete list of the students use of theprogram within the levels specified. If you provide a start date, the Individual Report provides a list of thestudents use of the program since that date.

Each section of the report provides information on a specific activity. The first column (Fecha) providesdates of use. If a star appears to the left of the date, Auto Branching was set to change levelsautomatically, based on the students performance. If no star appears to the left of the date, AutoBranching was turned off. The second column (Unidad) states the unit used. The third column (No.Incorrectas/Total) provides the number of errors or incomplete responses (mal), followed by the

number of questions (preguntas) that were given. Note that in some cases, the number of errors can begreater than the total number of questions. This isbecause the student is allowed two chances to provide acorrect response for each item before the answer is provided. If a student gives two incorrect answers fora single item, the number of errors will be higher than the number of given questions. Obviously, thisindicates a problem area where the student needs additional instruction.

The last column indicates whether or not the student was given a series of example/questions for practice.If it says Practica: S (Practice: Yes), then the student was given a series of questions where the answerwas somehow provided. For instance, in Rima, the practice questions put a green border around the twopicture-words that rhyme, while the foil picture has a red border. These example/questions are notincluded in the number wrong (No. Incorrectas) or number given (Total) on the IndividualReport.

Every activity within a chosen level appears in the report, even if some of the activities have not beenused. Ifno dates appear in a section of the report, that activity has not been used. If you view anIndividual Report on your screen, each activity displays on a separate screen. Click on SiguienteActividad (Next Activity) to view the next section of the report.



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Interpret i ng Achie v ement Reports

An Achievement Report provides bar graphs that illustrate the number of units a student has completed ineach activity. Students see their own Achievement Reports whenever they choose an activity. Moststudents are eager to see the bar graphfill up as they successfully completeunits in each activity. Therefore,

students as well as teachers mustunderstand howto interpret thesereports.

Each bar graph in the AchievementReports and Activity Screen is dividedby the number of units provided inthat activity. When a studentcompletes a unitsuccessfully, onerectangle on the bar graph fills up. If astudent has difficulty with a unit andmakes many errors, the rectangle will

not fill up and the student will have todo that unit again. Likewise, if astudent quits in the middle of anactivity, the rectangle for that unitwill not fill in.

Please note that if the teacher has turned off the Automatic Branching feature so that the program will notprogress from unit to unit in response to student performance, the bar graph for that activity will remainempty. When automatic branching is turned back on for that activity, its bar graph will go back to normal.

Interpret i ng Class Reports

A Class Report summarizes the most recent use ofLexia Inicio a la Lecturaby each student in the class.The reportis broken up into sections, one section for each activity. Under each activity, all the students inthe class are listed in the first column. If a star appears to the left of the date, Auto Branching was set tochange levels automatically, based on the students performance. If no star appears to the left of the date,Auto Branching was turned off. The second column, Unidad (Unit), provides the most recent unit usedby each student. The third column (No. Incorrectas / Total) states the number of incorrect responsesgiven (mal), followed by the total number of questions (preguntas). The last column, Usos (Uses),indicates the number of times each student used the activity.

Class Reports generally give a quick overview of class progress. It shows who is using the program, howfrequently, and how quickly students are progressing. By glancing at the last column on the far right,Usos (Uses), it becomes immediately apparent who is using the program a lot, a little, or not at all. By

comparing the Unidad (Unit) column with the Usos (Uses) column, you can see which students areprogressing quickly or slowly.

In the sample report on page 33, Virginia is clearly having difficulty. She has used the program fivetimes, but she is still in Unit 2. In addition, she was given practice question/examples during her mostrecent use of Unit 2. She is probably becoming frustrated and could therefore use additional instruction.

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Germn Millan has progressed all the way to Unit 11, but it has taken him 25 uses to do so. This meansthat he has worked hard to progress. Amalia Suarez, on the other hand, has completed four units in onlyfour uses, so she is clearly having no trouble recognizing words that rhyme.

ngel has not used Rima at all; therefore, no data is provided for him.

This column indicatesthe most recent unit in

which the student hasworked. Compare thisto the total number ofuses to determine ifextra help is needed.

All of the information betweenUnidad (Unit) and Usos

(Uses) refers to the most recentactivity only.

Mal is the number of incorrectresponses. Preguntas is thenumber of questions given.

Thiscolumn

indicateshow manytimes thestudentshave usedthe activity.

If you view a Class Report on-screen, each screen will display just one activity within the report. To seethe next section of the report, clickSiguiente Actividad (Next Activity).

Exiting From Teacher Options

When you have finished generating reports and/or copying student records, clickHecho (Done) until yousee the Teacher Options screen. To return to the Ir (Go) screen, clickSalida (exit).

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Appendix:Troubleshooting

Troubleshooting the Sound

Is the Speaker On?

Some computers have a built-in speaker; others do not. If you have a separate speaker attached to yourcomputer, it probably has an on/off switch. Verify that the speaker is turned on, and check that it isproperly plugged into both the sound output jack, and the power source.

Adjusting the Sound withinLexia Inicio a la Lectura

If you cannot hear the voice prompts inLexia Inicio a la Lectura, adjust the sound by following the stepsbelow. This cannot be done from within an activity.

1. If you are in an activity. ClickAlto (Stop) to stop the program and enter the Activity Screen.

2. Press the +/= key one or more times. You should hear a gradually increasing tapping sound.3. Press the key to reduce the volume, if necessary.

4. Proceed to the activity of your choice.

If you still hear nothing, continue to the next section.

WindowsSome Windows computers are equipped with sound cards or sound chip sets that require tuning tosupportLexia Inicio a la Lectura. In this appendix, we offer some things that you can try if you do nothear the program. If these ideas do not work for you, please call our technical support team at 800-507-2772 for assistance.

A few sound boards and chip sets are simply so far away from the Creative Labs SoundBlaster standardthat they will not work at all. If this is an issue, we can recommend sound boards that will work. If youare still dissatisfied, and you are within 60 days of purchasingLexia Inicio a la Lectura, you may returnthe program for a complete refund.

Adjusting the Sound from the Volume Control

Windows 95 and Higher

1. Exit fromLexia Inicio a la Lectura

2. Double-click the speaker symbol in the lower right corner of your screen:

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3. The Volume Control slider is on the left side of the Volume Control Window (below). Click on itto slide it up with your mouse.

4. Verify the Mute All box is empty (i.e. no check mark).

5. RunLexia Inicio a la Lectura again. If you still cannot hear the sound, continue to step 6.

6. Return to the Volume Control window (steps 1-3). Look for the CD Audio or the PC Speakersliders. Make sure that they are set at least half way up the volume control bar. If these sliders arenot visible, proceed to the next step.

7. Choose Options and the Properties from the Volume Control menu bar. Click on CD Audio orPC Speakers box if they have no check mark.

8. ClickOK. The Properties menu closes, and either the PC Speakers or the CD Audio box is addedto the Volume Control menu. Set the sliders at least half way up the volume control bar.

9. TryLexia Inicio a la Lectura again. If you still cant hear the sound, please call800-507-2772 for assistance.

MacintoshMacintosh computers rarely require tuning because their support for sound is fully integrated into thecomputer. If you cannot hear the sound, try to adjust the sound from within the program, as instructed onthe first page of this appendix under Adjusting the Sound withinLexia Inicio a la Lectura. If you stillcant hear the sound, move on to the following section.

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Service and Support

If you still have questions after reading this guide, contact Lexia Learning Systems, Inc.Technical Support at:

Telephone: 800-507-2772 or 321-309-2772e-mail: [email protected] o mfax: 321-309-2795

Please write down and report any on-screen messages that appear in association with the problem.

Ackno w ledgements

Lexia Inicio a la Lectura was designed and produced by Lexia Learning Systems, Inc.We gratefully acknowledge the support of the following people:

Carlos Acurez Lexia voice

Lysa Benton, Benton CreativeElaine Contant Software TesterRosa de la Cruz Female Voice, programmer, Julex Learning a Division of CS&C, Inc.Aida Fernndez Education AdvisorAlice Garside, M. Ed. Education Advisor, Board MemberLaura Good Software Tester CharlesHaynes Education Advisor PamelaHook, Ph.D. Education AdvisorNancy Johnson, V.P. Technical OperationSusan Kano Technical WriterAdolfo Macias, Grupo PirmideLyza Morss Technical Writer

Steve Olenick, AudioLinkOctavio Orozco GraphicsAlma Valdes Education Advisor, Julex Learning a Division of CS&C, Inc.Jeff Verre Software DesignerSharon Weiss Kapp Education Advisor
mailto:[email protected]:[email protected]

Documents

Lexia Ial English Manual