Richard+Beach's+Resources

KEYNOTE: Thursday, July 21 - Richard Beach


Richard Beach is Professor of English Education at the University of Minnesota where he has taught since 1973. His research and teaching focuses on teaching literature, composition, media, and digital communication, as well as issues of identity construction in different social worlds. He is author or co-author of 18 books, including //Teaching Writing Using Blogs, Wikis, and Other Digital Tools//; //Teaching Literature to Adolescents//; //Teachingmedialiteracy.com: A Web-based Guide to Links and Activities//; //High School Students’ Competing Social Worlds: Negotiating Identities and Allegiances through Responding to Multicultural Literature//; and //A Teacher’s Introduction to Reader Response Theories//. He has published chapters in // The Handbook of Adolescent Literacies // ; //Handbook of Research on New Media Literacies//; //Perspectives on Research and Practice in Integrating Arts, Multimodality, and New Literacies into English Language Arts Classes//; and //Secondary School Reading and Writing//. He is also the organizing editor for the annual Annotated Bibliography of Research for //Research in the Teaching of English.// He was a member of the NCTE Commission on Media, a former President of the National Conference on Research in Language, Chair of NCTE Research Foundation, and is currently Vice-President of the Literacy Research Association. He received the 2009 Computers in Reading Research Award from the Technology in Literacy Education Special Interest Group of the International Reading Association. He also received the 2011 Educational Leadership Award from the College of Education and Human Development from the University of Minnesota.

Presentation @http://tinyurl.com/3t9wvmb The Handout



=Richard Beach's Resource List:=

@http://digitalwriting.pbworks.com/w/page/17812805/Text-to-Speech-Software Students who are visually impaired, need assistance with reading, or benefit from hearing their writing read back to them can use text-to-speech tools that create audio versions of texts, tools such as Read&Write GOLD (@http://www.texthelp.com/page.asp), Readthewords (http://www.readthewords.com), NaturalReader Free (@http://www.naturalreaders.com/free_version.htm), iSpeech Free (@http://www.ispeech.org/free.text.to.speech.tts.software) TextAloud (@http://www.softsea.com/review/TextAloud.html).
 * Text-to-speech tools:**

@http://digitalwriting.pbworks.com/w/page/17812811/Translation-Software For students who are not fluent in English, you can employ translation software such as Google Translate (http://translate.google.com), IBM TradúceloAhora! (Translate Now!) software (@http://www.traduceloahora.org/en/home.html), Babylon (@http://www.babylon.com/mac.html), (http://babylonforfree.info), Power Translator (@http://www.lec.com/power-translator-software.asp), or Promt (http://www.promt.com) to translate texts they are reading into their own language or to translate their writing in another language into English.
 * Translation software:**

@http://digitalwriting.pbworks.com/w/page/17812755/Speech-to-Text-Dictating-S__oftware__ Some students who have difficulty with writing given physical (handwriting/typing) or learning disabilities can benefit from use of speech-to-text dictating tools. Voice-recognition or dictation tools assist students who have difficulty with editing/spelling issues by helping them focus on what they are trying to communicate. Students can use Dragon NaturallySpeaking (@http://www.nuance.com/dragon/index.htm), Dragon Dictation (for iPhone, iPad: http://www.nuancemobilelife.com), MacSpeech Scribe (http://www.nuance.com/for-individuals/by-product/dragon-for-mac/macspeech-s cribe/index.htm), Windows Voice Recognition that is part of Windows software, Talking Desktop (@http://www.talkingdesktop.com/mp3.htm), or Balabolka (@http://www.cross-plus-a.com/balabolka.htm). Dragon Naturally Speaking Preferred or Pro versions are particularly effective in that they provide verbal feedback to the student as well as synthesized reading back for what appears on the screen so that students can hear the text they have produced. In using these tools, students need to be will to initially train the software to recognize their speech, be fluent, articulate slowly, not have speech impediments, dictate punctuation, and recognize that dictated speech in writing still needs revision.
 * Speech-to-text tools:**

@http://digitalwriting.pbworks.com/w/page/17812584/Learning-disabilities-soft ware