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This 6 page paper provides an overview of two position papers, one on the best practices for special education services and the other is one that relates the concept of labeling. Bibliography lists 6 sources.
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6 pages (~225 words per page)
File: MH11_MHSpELab.rtf
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the use of technology-based learning systems as a means of introducing themes, sentence structure and language, while others argue that children learn best from hands-on reading, where caregivers are encouraged
to read aloud to young children (Rush, 1999). Though the use of multi-media computer-based technology does not inherently define a guaranteed acceleration
in the learning process, it has been correlated to improvements in learning through improved motivation in a variety of educational environments (Hogan-Brun, 1997). From day care centers and preschools
to Head Start programs, the use of technology has been viewed as a beneficial tool. As a result, technology-based models have been defined as a beneficial learning strategy
(Hogan-Brun, 1997). For example, Reader Rabbit is an interactive computer program that is gaining attention because of improvements in reading skill assessments correlated to its use (Cazet, 1998).
The Reader Rabbit program not only focuses on the use of interactivity and appealing characters to support reading skill development, but also places the reading process within a problem-solving
adventure (Cazet, 1998). Learners are asked to consider ways of evaluating the information provided in order to determine outcomes, and the focus on language skill development and the
application of language is clearly defined within the program. The language arts activities defined in the Reader Rabbit series provides children with a range of activities, including replacement of
missing letters in words, listening skills and the development of sentence patterning (Cazet, 1998). Other educators rely on traditional models which utilize childrens reading activities and one-on-one interactions
with books as a basis for supporting literacy learning. Rush (1999) provides an overview of exploratory research that supports the fact that childhood learning activities that are based in
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