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VDC power and RS- 4. PTZ cameras. For eight or 1. MUX boxes, respectively. You’ll need one DEMUX adapter for each serial- controlled PTZ camera. For IP- controlled cameras the MUX/DEMUX is not required. If you use our PTX Universal Pan. Tilt head(s) you’ll connect the USB- to- PTX converter box, and use a DMX cable (3- PIN XLR) to the first PTX head. You can then daisy- chain multiple PTX heads using traditional DMX In/Out connectivity. You can use any combination of PTZ and PTX heads, as well as manned cameras, as inputs to the REMO (and VDESK). The TALLY- LIGHTS system provides an extra dimension of awareness with PTZ cameras that have very small tally indicators, or no indicators at all. We utilize both the Program and Preview tallies that correspond to our current switcher selections. It’s especially useful with our PTX Universal Pan. Tilt head that’s compatible with the Blackmagic Micro. Studio 4. K camera, and most other cameras that support LANC remote control. Watch ALL our solutions overviews and training videos! VDESK LTDVDESK PRO 4. VDESK PRO 8. VDESK PRO 1. TALK- TAKE. You can control dozens of mikes by linking multiple mixer chassis. This functionality further enhances the already versatile VDESK and REMO software which includes three unique user interfaces: CLASSIC, PRODUCER and Talking. How the new Apple TV turns on your TV, switches inputs and controls volume. The fourth- generation Apple TV gets more control over your TV thanks to support of a widely implemented HDMI standard called . Among the new features is the ability to power on your TV, switch to the correct input and control volume. Just bear in mind that TV needs to support a technology called HDMI- CEC, or Consumer Electronics Control. The good news is that many HDMI sets do, even those that may not say . CEC- enabled devices connected through HDMI can control each other using the technology. Which commands each device can accept, however, is up to the individual vendor. Volume control, power and input switching are all pretty basic functions, fortunately. As a result, no additional wiring is necessary: The Apple TV's single HDMI connection to your TV should be sufficient to control it to power the TV on, switch to the Apple TV input, and manage volume levels all on its own. HDMI- CEC has been rebranded using a variety of monikers by different companies over the years. You'll probably be able to fill the gap with a universal remote, like Logitech's Harmony series. For now, though, Logitech says it's waiting to get its hands on the new gear just like everyone else.
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Teaching children the proper use of computers is an ongoing job that is handled by teachers and parents. To learn more about computers and the Internet, here are some useful resources for children, teachers and parents. Published reading programs rarely include enough practice activities for at-risk readers to master skills and strategies. Students with learning difficulties typically need extended. Unit 3: Level 25 - compound words, syllabels, suffixes and prefix 'un'. Prepare your child for first grade with Pearson's kindergarten homeschool curriculum. Encourage enthusiasm with our homeschool reading & math programs. SightPhonics is now available in three forms. You can try the online version of SightPhonics for the same price as shipping most other reading programs. The SightPhonics reading program is perfect for. Lopez, Jon T., 'Reading Outcomes of Pre-Literate 3rd-Grade Students after Two Years of Combined Reading Classroom Instruction and Individualized Intervention or Classroom Instruction' (2008). Impact of a program to teach reading strategies to primary children in rural Malaysia. FULL TITLE: Impact of a Program to Teach Reading Strategies to Primary Children in Rural Malaysia. By Alison Lyall. Abstract. In rural Malaysia, both the absence of a reading culture and teachers' lack of knowledge about approaches to teaching reading have resulted in high levels of illiteracy. This study describes the impact of a reading program implemented in four primary schools in terms of student increase in motivation and confidence. The key role of school principals and local English teachers in implementing long- term change is emphasized. Introduction. As a teacher trainer in a rural district in Malaysia, I have a responsibility to provide in- service training and ongoing support to Malaysian teachers of English in forty- five schools. The district has a population of around 7. Parents are inactive in schools, probably because schools traditionally see education as their prerogative and do little to encourage parental participation. On school visits, it has become apparent that many students complete primary school without having acquired more than rudimentary reading skills in English. This paper will investigate the causes of students' literacy problems and evaluate the results of a ten hour reading program developed and taught in four primary schools in the district. Reasons for Poor Reading Skills. Absence of a Culture of Reading. A Malaysian National Library report (2. Experience and Efforts in Literacy Programmes' stated that Malaysians only read two books a year on average. It can be surmised that rural Malaysians read even fewer books than this. For children to pick up reading skills easily, one of the core pre- requisites is that they understand the pleasure of reading through having books read to them and seeing adults around them derive pleasure and meaning from print. In rural Malaysia, most children come to school without having had this experience. As a result of the absence of books and reading in the home environment, schools become the sole provider of a print and language rich environment.
Unfortunately, most of the schools visited do not provide such an environment. Student work (hence student writing) is seldom on display and both English and Malay print tends to be in the form of either labels (e. Computer Room) or in the form of disembodied proverbs or similes (e. Phonics are not taught and teachers do not seem to be aware of the fact that the name of a letter and its sound are not the same and indeed that the difference is confusing to young learners. Teachers seldom ask students questions about the meaning of a text or encourage prediction, self- correction or word attack skills. When students read aloud individually, they are given no pause time to use reading strategies and are over- corrected for small and often insignificant pronunciation errors. Aims and Objectives of Implementing a Reading Program. Since my primary role is that of teacher trainer, I implemented the program with two main aims: To evaluate the impact of such a program on student motivation and confidence. To demonstrate to school principals and local teachers how to teach children to use reading strategies when faced with an unknown text. This was a follow- up to a well- attended three day workshop entitled 'Achieving Literacy'(Lyall 2. The Reading Program. Selection of Students. Teachers in each of the four schools were asked to select fifteen students from year three or four who were experiencing reading difficulties. The ten hour program took place in October, 2. Teachers and school principals were asked to attend when possible and discuss what they observed. Selection of Reading Texts. Ten elementary stories were selected, printed and laminated as two- sided separate pages. Having the texts in this form allowed me to give students separate pages to work with. The readers were selected on the basis of their simplicity (high frequency vocabulary and repetition), their clear illustrations and their relevance to the children's life experience. Typical titles were 'My daddy is fun', My cat Cuddles' or 'The Iguana' (Elementary Readers, Cfbt CD Rom for Trainers, 2. Rationale for the Teaching Approach. The reading approach selected was a blend of the whole word approach and the phonics approach as most literature on the subject suggests that children who are primarily auditory can benefit from phonics while those who are primarily visual can benefit from the whole word approach. Within the meaningful context of a story, the focus was on helping children develop three main reading strategies, which are prediction, self- correction and word attack skills. Prediction. Students were invited to guess and predict the printed text using their own prior knowledge and the illustrations given in the text. Self- correction. When students made errors, they were shown how to use meaning (context and semantics), sentence structure (syntax) and graphophonic cues (such as punctuation) to self- correct. Pause time was allowed and these strategies were modeled. Word Attack Skills. Around five minutes out of every reading hour focused on word attack skills. Students were asked to find words in the text which featured certain consonant clusters, to find rhyming words, to find little words in big words and to break words into syllables. In pairs, students were randomly given pages of the reader and they sequenced themselves then took turns to read out the re- ordered story. Each student was given an A4 page with the complete story on it. They took turns reading it, pointing at the words as they read and shouting 'Pass' when they no longer wanted to continue. The next student then took over. Allowing each child to read as much or as little as they wanted kept all students focused but also made reading aloud alone unthreatening and fun. It was noticeable that over ten sessions, students elected to read longer and longer segments. Focus on word attack skills (as described above). Each student was given a blank four page 'little book'. The pages were half A4 size made with colored paper. Students wrote and illustrated their own little book using selected sentences from the reading text. A prize was awarded for the best two books. Every new lesson began with two additional steps. Students swapped their little books from the previous day and read them silently. A student volunteered to be 'teacher' and review the book from the previous day. Results and Discussion. In carrying out this program, I had two aims: firstly to see whether it would lead to gains in student confidence and motivation, and secondly, to encourage local teachers, with headmaster support, to adopt a reading strategy teaching approach. The program resulted in a marked increase in student motivation and confidence. After the first few sessions, students would run to my car to help me unpack as soon as I drove into their school. I had to constantly turn away other students who wished to join (class size limit was fifteen), and students requested additional classes on the weekends. Many developed pride in their little books and carried them around the school to show other teachers. Particularly in subsequent sessions, students clamored to play the teacher role in the review segment of the lesson. In terms of confidence, the segments read in the 'Pass' game got longer and longer and students picked up the previously studied texts and asked if they could read them to me. However, a key reason for their increased confidence was my correction style, which was encouraging and very understated. When they read to my Malaysian teacher counterparts, I noticed how quickly they froze up under hyper- intensive correction. This highlighted the need for teacher training in correction and questioning techniques, perhaps involving the filming of teachers, to better allow them to observe and modify their teaching style. My second aim was to have teachers observe and implement this teaching approach and I believe I achieved minimal success in this area. Only two English teachers and one headmaster attended sessions more than once or showed much interest in the program. The program was conducted at the end of the school year because students had few other formal classes at this time but this meant both headmasters and teachers were busy with paperwork. Conclusion and Recommendations. Student gains from such a program cannot be sustained without headmaster and teacher involvement in an ongoing program. Prior to such a program being carried out in future, I would recommend that: A meeting be held with headmasters to explain and demonstrate the program. That headmasters interested in implementing such a program be asked to arrange the teaching timetable to incorporate it. That participating teachers observe the program, then use it themselves with guidance and observation undertaken by both the teacher trainer and the headmaster. That interested parents be trained to provide additional support both in the classroom and at home. Helping students achieve functional literacy is one of the core tasks of primary schools and should be given the highest priority, particularly in rural schools where resources may be limited in the home. References. Cfbt CD Rom for Trainers (2. Elementary Readers. Lyall, A. Workshop presented to primary school teachers, Mersing district, Malaysia. National Library of Malaysia (2. Experience and Efforts in Literacy Programmes: Brief Country Report, Malaysian Government Publication. School of Education at Johns Hopkins University- Helping Struggling Readersby Crystal Kelly, MA. Ed. Such concerns are warranted. Studies indicate that when students get off to a poor start in reading, they rarely catch up. Struggling readers encounter negative consequences: grade retention, assignment to special education classrooms, or participation in long- term remedial services. Further, as they progress through the grade levels, the academic distance from those who read well grows more pronounced (The Learning First Alliance, 1. Rashotte, Toregesen, & Wagner, 1. National Reading Panel, 1. Torgesen, 1. 99. 8). Why do some students struggle with reading and what can be done to increase their success? These questions plague teachers and parents and are ones that compelled us to search for answers. To do so, we reviewed six programs developed specifically for struggling readers. They included Success For All, Reading Recovery, the Spalding Method, Early Intervention Reading, the Boulder Project, and the Winston- Salem Project. We also interviewed six experienced elementary teachers and four district level reading specialists about what they consider essential instruction for at- risk readers. Based on the literature review and discussions with knowledgeable colleagues, commonalties emerged for both the causes and potential cures of weak reading skills. In what follows, we first explore common reasons why some students struggle with reading and suggest antidotes for enhancing their achievement. Next, we identify the five essential components of reading programs that help students acquire literacy skills. Why Do Some Students Struggle with Reading? Unfortunately, there are several causes of underachievement in reading. The four most common ones we found include 1) reading role models and life experiences, 2) the acquisition of reading skills, specifically phonics and comprehension, 3) visual processing, and 4) learning disabilities. When teachers proactively address these underdeveloped skills in the classroom, struggling readers can make progress. Role Models and Prior Life Experience. At- risk readers often lack role models who use the same Standard English as that taught in schools. Effective role models for children are those who can explain the purposes for reading and can model fluency, expression, and inflection with Standard English. Without such role models, students typically receive limited exposure to literature, vocabulary, and figures of speech or common everyday phrases. To antidote a lack of role models, struggling readers should be saturated with language in the classroom. To increase the amount of language a child hears and uses, teachers can play books on tape, conduct read alouds, and use a variety of oral activities. Parent involvement is also important. Home environments that are . For teachers, supporting children at school often means encouraging support at home. Struggling readers sometimes lack background experiences that classwork assumes they have had. For example, if children are reading a story about making cookies, but have only experienced store- bought varieties, they might not understand the excitement of a character who enjoys the smell of baking cookies. Educators can build commonly shared background knowledge through real- world experiences, simulations, visuals, or storytelling. Lack of Reading Skills, Specifically Phonics and Comprehension. A second reason children often struggle is because they lack two critical reading skills: phonics and comprehension. Direct phonics instruction is vital for struggling readers. The teachers and experts we interviewed agreed with the Report of the National Reading Panel (1. Explicit phonics instruction helps children understand that spoken words are composed of identifiable sounds and that sounds are represented in print by symbols. The teachers and experts also mentioned the Spalding Method as effective in helping children recognize phonograms and letter patterns in words. Explicit phonics instruction must also teach blending sounds and word patterns. There are simple ways to help children strengthen their blending skills. Examples are classroom reviews, games that change one letter to make a new word, and audiotapes that focus on specific sounds and blends. Teachers can also point out little words contained within bigger words when a struggling reader gets stuck. This important decoding skill can be taught by posting words on classroom walls or by having students keep word banks of unfamiliar terms. When tutoring one- on- one, students can be asked to build compound words from word cards. As they construct the words, they learn new vocabulary and how to search for the little words within larger ones. When finished, students can be asked to read all of the words out loud and to discuss the meaning of the words they don't know. Another simple decoding technique is to make a chart in the classroom for children to use as for guidance in learning to decode. Such a chart might read: Decoding. Pictures. Another main skill struggling readers lack is the ability to quickly recognize sight words. Due to the slower than normal development of . It is therefore important to teach common words. One approach, Dolch sight words, rank words for the frequency of their appearance in print and can be used to teach word recognition. The educators we interviewed strengthen struggling readers' sight word knowledge in a variety of ways. Some had their students read a list of sight words everyday for speed and accuracy. Others used sight words on flash cards, in matching games, word searches, silly sentences, and computer games such as . Unfortunately, some readers often struggle in this area due to lack of familiarity with the content. For example, children who are unfamiliar with an airplane may find it challenging to understand a story about airplanes. Providing real- life experiences for children is helpful in building shared background knowledge. There are other areas that limit comprehension for struggling readers. These are lack of fluency, inability to transfer information to new settings, finding the main idea in a story, and using context clues while reading. When children stumble on words, the amount of information they can comprehend is limited. As mentioned above, the development of sight word vocabulary allows children to construct meaning from their reading rather than simply trying to identify the words. Asking students to engage in a variety of listening activities is one way to model fluency, inflection, and correct expression as well. Many teachers also ask higher level questions related to the stories the children hear so that students can slowly apply these questioning skills to their independent reading. Struggling readers often have a difficult time transferring old knowledge to new situations. One strategy to remedy this problem is to teach students word families. This helps them use their knowledge of a known word to decode an unfamiliar word with the same letter pattern. Finding the main idea can also prove challenging. Teachers can model self- questioning during listening activities to focus students' attention on the main idea of the text. Students can also be asked about a selection before, during, and after reading. For example, before reading, teachers can preview the selection and activate students' background knowledge. During reading, students can be asked to monitor for meaning and pose questions of themselves about their reading. After a selection, students can summarize the content and relate it to themselves or something that they already know. Comprehension can be further enhanced with the intentional use of context clues. While they are reading, students can be asked questions such as ? How can we make it make sense? Monitoring for meaning is a skill that struggling readers need in order to strengthen their comprehension of text. Vision Problems. Children who struggle with reading may be experiencing difficulty with visual tracking, eye teaming, double vision, and the ability to communicate what they see or don't see. One elementary school recently had the lowest first and second grade readers screened for such vision problems and found that the majority of students had at least one vision difficulty. One way to strengthen visual processing is to use eye exercises. Students can be asked to color in all sections of a drawing or a design that contain two dots. Although this may sound like a simple task, those who experience vision difficulty can find it challenging. Vision alphabet timing can strengthen visual perception as well. In this exercise, a teacher reads the letters of an alphabet in order. The students circle the letter the first time they see it while reading through a passage. They can be timed during this exercise and later with other selections to see if their speed and accuracy improve. Learning Disabilities. Some children have difficulty processing and memorizing information. Frequently, some will learn words in one context and not transfer them to the next. By activating prior knowledge, teachers can help students make connections between past and current life experiences. Memorization can also prove challenging. Teachers may want to emphasize the importance of memorizing sight words since they will be encountered frequently in text. Sight words can be reinforced by posting them on a . Reading classrooms that include kinesthetic, musical, or other modalities can enhance learning. Students can listen to books on tape, act out a part from a play they are reading, or retell a story on a flannel board. Not only can students benefit from learning in different ways, they also benefit from different groupings. Some suggestions include having partner/peer activities, buddy reading/cross grade, independent, and teamwork. No matter how struggling readers are grouped or what modalities are used to teach, as one reading specialist asserted, .
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