CLRN Review



















Adventures in Reading

Publisher: StudyDog Reading Software
Subject: English-Language Arts
Media Type:   Software / Internet
Grade(s): K, 1st, 2nd
Posted: 10/18/2007
Website: http://www.studydog.com/productinfo.asp

Purpose

This software/Internet resource provides skill development, practice, and assessment in English-Language Arts specifically in the area of reading for Kindergarten through second grade students who are at or below grade level, English Language Development, or Special Education, in a small group, individual user, large group, or computer lab situation.

Brief Description

Adventures in Reading Volume 1 & 2 provides systematic and explicit instruction in reading skills, supported by research, to help students having trouble learning to read succeed (National Reading Panel, 2000 & Preventing Reading Difficulties in Young Students, 1998). The program is designed specifically for struggling readers but it can provide reading instruction for any students enrolled in kindergarten through second grade. The program uses animations and interesting characters, in combination with a variety of different environments from "castles" to "caves," to engage students.

Content Standards

(LEGEND: D=Introduces and Provides for Systematic Development, P=Practice, A=Assessment)

Grade K Detail
Domain: Reading
Strand: 1.0    Word Analysis, Fluency, and Systematic Vocabulary Development
1.2   Follow words from left to right and from top to bottom on the printed page. D
P
A
1.5   Distinguish letters from words. D
P
A
1.6   Recognize and name all uppercase and lowercase letters of the alphabet. D
P
1.7   Track (move sequentially from sound to sound) and represent the number, sameness/difference, and order of two and three isolated phonemes (e.g., /f, s, th/, /j, d, j/). D
P
1.8   Track (move sequentially from sound to sound) and represent changes in simple syllables and words with two and three sounds as one sound is added, substituted, omitted, shifted, or repeated (e.g., vowel-consonant, consonant-vowel, or consonant-vowel-consonant). D
P
A
1.9   Blend vowel-consonant sounds orally to make words or syllables. D
P
A
1.10   Identify and produce rhyming words in response to an oral prompt. D
P
A
1.11   Distinguish orally stated one-syllable words and separate into beginning or ending sounds. D
P
A
1.12   Track auditorily each word in a sentence and each syllable in a word. D
P
A
1.13   Count the number of sounds in syllables and syllables in words. D
P
A
1.14   Match all consonant and short-vowel sounds to appropriate letters. D
P
A
1.15   Read simple one-syllable and high-frequency words (i.e., sight words). D
P
Strand: 2.0    Reading Comprehension
2.2   Use pictures and context to make predictions about story content. D
P
A
Domain: Listening and Speaking
Strand: 2.0    Speaking Applications (Genres and Their Characteristics)
2.2   Recite short poems, rhymes, and songs. D
P

Grade 1 Detail
Domain: Reading
Strand: 1.0    Word Analysis, Fluency, and Systematic Vocabulary Development
1.1   Match oral words to printed words. D
P
A
1.3   Identify letters, words, and sentences. D
P
A
1.4   Distinguish initial, medial, and final sounds in single-syllable words. D
P
A
1.5   Distinguish long- and short-vowel sounds in orally stated single-syllable words (e.g., bit/bite). D
P
A
1.6   Create and state a series of rhyming words, including consonant blends. D
P
A
1.7   Add, delete, or change target sounds to change words (e.g., change cow to how; pan to an). D
P
A
1.8   Blend two to four phonemes into recognizable words (e.g., /c/a/t/ = cat; /f/l/a/t/ = flat). D
P
A
1.9   Segment single syllable words into their components (e.g., /c/a/t/ = cat; /s/p/l/a/t/ =splat; /r/i/ch/ = rich). D
P
A
1.10   Generate the sounds from all the letters and letter patterns, including consonant blends and long- and short-vowel patterns (i.e., phonograms), and blend those sounds into recognizable words. D
P
A
1.11   Read common, irregular sight words (e.g., the, have, said, come, give, of). D
P
A
1.13   Read compound words and contractions. D
P
A
1.15   Read common word families (e.g., -ite, -ate). D
P
A
1.16   Read aloud with fluency in a manner that sounds like natural speech. D
P
Strand: 2.0    Reading Comprehension
2.1   Identify text that uses sequence or other logical order. D
P
A
2.2   Respond to who, what, when, where, and how questions. D
P
A
2.6   Relate prior knowledge to textual information. D
P
A
1.3   Identify and correctly use contractions (e.g., isn't, aren't, can't, won't) and singular possessive pronouns (e.g., my/mine, his/her, hers, your/s) in writing and speaking. D
P
A
1.7   Capitalize the first word of a sentence, names of people, and the pronoun I. D
P
1.8   Spell three- and four-letter short-vowel words and grade-level-appropriate sight words correctly. D
P
A
Domain: Listening and Speaking
Strand: 1.0    Listening and Speaking Strategies
1.1   Listen attentively. D
P
A
1.2   Ask questions for clarification and understanding. D
P
A
1.3   Give, restate, and follow simple two-step directions. D
P
Strand: 2.0    Speaking Applications (Genres and Their Characteristics)
2.1   Recite poems, rhymes, songs, and stories. D
P
A
2.2   Retell stories using basic story grammar and relating the sequence of story events by answering who, what, when, where, why, and how questions. D
P
A

Grade 2 Detail
Domain: Listening and Speaking
Strand: 1.0    Listening and Speaking Strategies
1.8   Retell stories, including characters, setting, and plot. D
P

Profile Information

Catalogue Data
Subject Area English-Language Arts
Type Software
Internet
Grade(s) K, 1, 2
Reading Level K - 2
Copyright Year 2005
Tech Support Phone 503-643-4449 x108
Version 3.0
Series Name Adventures in Reading with PreK Essential
Media Internet Access Required
CD-ROM

Instructional Data
Predominant Instructional Mode Educational Game
Special Student Populations Targeted by the ELR Special Education, Reading Below Grade Level, English Language Learners
Instructional Setting Single Student, Small Group, Whole Class, Computer Lab  
Features  
Student Technology Proficiency Skill Level Introductory  
Teacher Technology Proficiency Skill Level Introductory  
Languages Other than English  

Technology Data
Computer Hardware CD Drive, Sound Capabilities & Speakers
Operating Systems Windows 98, Windows NT, Windows 2000, Windows XP, Windows Vista, Mac OSX
System Requirements Minimum RAM Needed (in MB): 128Mb
Internet Connectivity Internet Access Required
Required Browser Plug-Ins Flash Player
Supported Browser Versions Netscape 8.0
MSIE 5.0
Internet Resource URL www.studydog.com

Distribution Options
Options Single Copy, Lab Pack
Internet Distribution Subscription
Demo URL http://www.studydog.com/preksample1.asp

Additional Features

Instructional Design
The resource allows opportunities for student collaboration or cooperative learning.

Universal Access Features
Design principles for challenged learners.
Design principles for advanced learners.
Design principles for English Language learners.

Assessment
The resource monitors student, class or group progress in using the resource.
The resource provides corrective feedback such as, branching to skills or knowledge needing more development or complexity as a result of student performance.
The resource provides feedback to teachers which helps them determine student progress.
The resource provides access for students to review their own progress in the resource.

Technology
The resource incorporates teacher-controlled features.

Support Materials
Technical support is available.

Internet Access (if available)
- None Selected -

Abstract Information

ELR objectives and expected student outcomes

Students will be able to engage in:
Online reading assessments, including pretests and embedded instructional tests.
Personalized lessons to meet their specific reading needs.
Lessons validated and aligned with the recommendations of the National Reading Panel.
One-on-one instruction that is explicit and systematic.
Monitored and adjusted lessons to meet the emerging needs of the student.
Rewards and motivations.
Consistent, expert instruction in every lesson.
Lessons that are available at any time an Internet-connected computer is available.


Summary of student activities/functions made possible by the resource

Students start the game, played with their best friend "StudyDog," when they are called to Lost Island by the anthropologist Dr. Z. The island is in danger of falling into the hands of mysterious forces, and Dr. Z needs their help. They fly to Lost Island in Dr. Z's private plane, face obstacles, and pursue a quest to save the island. They meet and help many characters along the way, and solve problems presented in a game environment.
Students have the option of their own individual username and password.


Summary of teacher activities/functions made possible by the resource

Teachers can manage several students under a single Teacher account, using the "My Account" area. A list of students is shown with options for each student to: Start lesson, View Pre-Test Reports, View Progress Reports, and Add new features to the student account.
Teachers can use the multi-student account to launch each student's program from a single location requiring only a single password to start all students.
Teachers can use the CD-ROM version for classroom management features, and the online version for importing and exporting features and reports.


Summary of support material provided with the resource

A CD-ROM version of the software provides classroom management features; the online version enables importing and exporting features, and includes school and district reports.

Standards were reorganized to facilitate the systematic flow of the curriculum. The modifications were limited to preserve the intent of the original set of state standards. The resulting ordering of the standards into their respective grade levels was organized and placed into the following five groupings: Phonemic Awareness, Phonics, Fluency, Vocabulary, and Text Comprehension.

Standards that reflected traditional study skills, including use of a dictionary, library skills, and environmental print were eliminated in order to keep focus on skills and knowledge that directly support reading comprehension. A standard was written for each cluster of the state standards, and either unique state standards were eliminated or a new cluster was developed. The criterion used was to focus on directly supporting reading comprehension.


Summary of research relevant to the Electronic Learning Resource, if available

Overview of the Validation and Effectiveness of the StudyDog Reading Program available at http://www.studydog.com/personalvalidation.asp


Reviewer Notes

Standards Notes - No Notes -
Additional Features Notes - No Notes -
Legal Compliance Notes - No Notes -
Minimum Requirements Notes - No Notes -

Publisher Information

Publisher Name StudyDog Reading Software
Address 9720 SW Nimbus Avenue
City, State, Zip Beaverton, OR 97008
Phone 503-643-4449
FAX 503-643-3997
Web Site www.studydog.com


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