The eight literature pieces chosen for read-alouds in Access Language Arts Software are among those typically used in the middle school curriculum. The adapted stories in the app are Holes, We Beat the Street, The Outsiders, Neighbors, Number the Stars, The Diary of Anne Frank, Dragonwings, Sadako and a Thousand Paper Cranes.
Lessons follow a five-step sequence: Vocabulary instruction, preview and prediction, read the adapted book, quiz on vocabulary, followed by comprehension questions including a sequencing activity. Software features unlimited student logins, professionally narrated text, and student reports.
Components of systematic instruction embedded in the app's script include: constant time-delay procedure, system of least intrusive prompts, and feedback.
The Access Language Arts web-based version is a one or three-year subscription for up to 20 students. Teachers can manage student access to apps, view results, and monitor student usage. Students can log directly into to the app or from a student desktop launch page.
Access Language Arts Software was created by Attainment and East Tennessee State University and is based on the curriculum Teaching to Standards: English Language Arts. Research has shown both the software and curriculum to be highly effective in teaching language arts skills, that are directly aligned to the Common Core Standards, to students with an intellectual disability or autism.
Support for research and development of this app was provided in part by Contract ED-IES-13-C-0031 and ED-IES-14-C-0018 of the U.S. Department of Education, Institute of Education Sciences, awarded to Attainment Company, Inc.
Supporting Research Articles:
Mims, P. J., Stanger, C., Sears, J., & White, W. (2018). Applying systematic instruction to teach ELA skills using fictional novels in an iPad app: Results from a study on students with significant disabilities. Rural Special Education Quarterly, 37 (4), 197-206.
Mims, P. J., & Stanger, C., (2017). Bringing Meaningful Grade Aligned English Language Arts to the Classroom: Bridging Research and Practice. DADD Online Journal, 4.
Stanger, C., Mims, P., Wood, L., & Ahlgrim-Delzell, L., (2016). Supporting Literacy Achievements for Students with Intellectual Disability and Autism through Curricular Programs that Incorporate Assistive Technology. Assistive Technology Outcomes and Benefits, 10 (1).
Related Research Articles:
|Subject||English Language Arts, Literacy|
|Platform||Windows, Mac, iOS, Android, Web-Based|
|Compatibility||Desktop: Windows 10 and 11; Mac OS 10.13 or higher. iOS v11.0 or higher. Android v4.4 (API 19) or higher. Web version runs on Windows, Mac with minimum browser versions: Chrome v75, Safari v12.1, Microsoft Edge v18, Firefox v67, and Chromebooks.|
|License||1 Device License|