Aplicaciones Windows/Aplicaciones Windows.iso/Educa/ACCURD20.ZIP/WINGUIDE.TXT

Text File | 1997-01-17 | 13KB | 296 lines

Trial Program Guide

ACCU-READING
Skill levels 3 - 8

Trial version: VOCABULARY (Level 1)

Complete Program: 3 sets, 2 levels per set
Set A: MAIN IDEA, VOCABULARY (Levels 1 and 2)
Set B: SEQUENCE, FACTUAL RECALL (Levels 3 and 4)
Set C: INFERENCE, DRAWING CONCLUSIONS (Levels 5 and 6)

Windows or MS-DOS (VGA display)

Accu-Reading improves the comprehension skills of students in reading
levels 3 - 8. Each lesson focuses on one skill within six ranges of
difficulty. In addition, a crossword puzzle encourages the student to
think about word and idea relationships. The presentation of the material
also makes the program effective for ESL students and older students who
need remedial help.

Each lesson is self-directing and self-correcting. The computer gives an
explanation specifically for each incorrect answer. The program evaluates
performance after each round. The student who does poorly is directed to a
lower range for remediation. The student who does well is directed to a
higher range for further skill development. Students are rewarded by graphics
in each round.

OVERVIEW

The program contains the following reading skill categories:

Main Idea       Factual Recall
Vocabulary      Inference
Sequence        Drawing Conclusions

Each category contains 72 selections and provides practice on one skill
at each of reading levels 3 to 8. There are 12 questions in each level,
or range, from which selections are randomly chosen for each round.

When students first use the program, they enter their name. The teacher
may ask students to enter a class code; this is optional. If the students
have passed a level in the main program, at a subsequent session they are
directed to the appropriate skill level.

DIAGNOSTIC TEST

A one-time diagnostic (placement) test for each category determines the
range at which the student enters the level. Each diagnostic test consists
of multiple-choice questions that gradually get harder as the student gets
more and more correct answers. The program is configured so that the
student is placed at the range at which s/he gets one answer wrong. This
may be changed with the ASCII file, config.dat on each level. The first
line indicates the number of questions the student needs to get correct,
and the second line indicates the maximum number of questions per level the
student will receive.

MAIN PRACTICE PROGRAM

A round consists of randomly chosen selections. The format used in this
program allows the selection, the question, and multiple-choice answers to
remain on screen at the same time so the student can refer to the text
when choosing an answer. Whenever a student answers incorrectly, s/he is
given an explanation of the reason that answer is incorrect and is asked
to try again.

If the student does well, s/he is given four words or phrases
and is asked to choose the two that best describe what the text is about.
The student must get both choices correct. If one is correct, s/he is told
one choice is correct and is asked to try again. This exercise is designed
to help the student identify the main idea and see the difference between a
main idea and a supporting detail. Many students may be unfamiliar with this
type of comprehension question. It may take a couple of rounds before they
master the technique.

For the sudent who successully completes the round, there is a crossword
puzzle to sharpen vocabulary and thinking skills.

At the end of each round, the computer gives the percentage of right
answers. The number of questions in a round varies from a minimum of four
to a maximum of eight. The student who does well needs less help and
therefore gets fewer selections.

If the student gets 70 percent or more correct, s/he has the option of
repeating the range or going on to the next range. If the student scores
less than 70 percent, s/he may choose to repeat the range or go to a lower
range. If the student gets the first four answers correct, the computer
immediately advances him/her to the next range. The round will end when
the student can no longer achieve a passing score of 70 percent because of
the number of wrong answers already accumulated.

PROGRAM DESCRIPTION

Set A, MAIN IDEA: Students read a variety of selections and answer
questions that test such reading skills as identifying the main idea,
recognizing irrelevant sentences, and locating the topic sentence.

Example: Student reads, "People have always thought that owls were very
wise. This is probably because of the serious look on the owl's face and
in its stern eyes. Actually, for a bird its size, the owl has a tiny
brain. What is the main idea of this paragraph?" Student chooses the main
idea from: "Owls are not as wise as many people think," "Owls have a
serious look on their faces," and "Owls have small brains."

Set A, VOCABULARY: Students are given words and asked to select the
correct meaning from among several choices. Words appear in context, and
incorrect response messages show students how they may have mistaken the
meaning of a word.

Example: Student reads, "Prairie dogs live in the grassy REGIONS of the
Great Plains. REGIONS are:" Student chooses from: "areas," "climates,"
and "seasons."

Set B, SEQUENCE: Students are given selections based on time order (e.g.,
for events) or order of steps (e.g., in directions). Questions require
that students decide what would come first, second, third, or last, or ask
students to find the proper place for a particular step in directions for
doing or making something.

Example: Student reads, "After the heavy rain, water ran down the
mountainside into a stream. The stream flowed into a river, which emptied
into the ocean. Where was the water RIGHT BEFORE it flowed into the river?"
Student chooses from: "in a stream," "in the ocean," and "running down the
mountainside."

Set B, FACTUAL RECALL: Students read a variety of selections and answer
questions based on the details provided.

Example: Student reads, "Among the earliest dinosaurs were the relatively
small coelurosaurs. These dinosaurs had long delicate limb bones, many of
which were hollow, birdlike feet, and long slender necks. Coelurosaurs
walked on their hind legs and ran on their toes; they used their long tails
to balance their bodies. What physical feature of the coelurosaur resembled
a bird's?" Student chooses from: "feet," "tail," or "neck."

Set C, INFERENCE: Students are given a variety of selections. From the
content they must draw inferences about situations, events, people, objects,
feelings, etc.

Example: Student reads, "A fly landed on some thin and sticky threads. It
tried to move but it was stuck. Then it saw a spider crawling toward it.
Where was the fly?" Student chooses from: "in the spider's web," "on
flypaper," or "in a sewing kit."

Set C, DRAWING CONCLUSIONS: Students read and analyze a variety of passages
and make a reasoned deduction based on information given.

Example: Student reads, "Texas is home to many wildflowers. The bluebonnet
is the state flower. Wildflowers provide a show of color from spring to
fall. They do not have to be planted. They do not have to be watered. Some
grow in the very poorest of soils. Other wildflowers grow where there is
little rainfall. Wildflowers are an American treasure. This story suggests
that wildflowers" "add beauty to our country," "are weeds," "serve no
purpose," or "are harmful."


RECORD MANAGEMENT

To see student records, run RECORD from the directory, or press [CONTROL]T
while at the title screen.

The default directory for the windows trial version is:
     c:\MAVDEMO\ACCU-WD\RECORD.EXE

The trial version saves records for only two students. A third name will
automatically replace the first name entered. (The single user School
version saves records for as many students as disk space allows. The
Network version saves records for 1,000 students.)

The records can go to the screen or the printer. You may see the records
of the entire class, or choose an indi