Technology-based reading intervention programs for elementary grades: An analytical review

In modern societies, the role of reading is becoming increasingly crucial. Hence, any impairment to the reading ability can seriously limit a person's aspirations. The enormous importance of reading as an essential skill in modern life has encouraged many researchers to try and find more effective intervention approaches. Technology has been used extensively to assist and enhance literacy learning. This analytical review aims at presenting a comprehensive overview of the existing research on technology-based or technology-assisted reading interventions for elementary grades, between 2000 and 2017, along with analyzing various aspects of these studies. After extensive research, 42 articles have met the inclusion criteria, which have evaluated a total of 32 reading programs. The studies are classified into six categories of phonological awareness, phonics, vocabulary, comprehension, fluency, and multi-component. Each reading category begins with a brief introduction. Then, the content and instructional mechanisms of each program in the category is explained, alongside the outcome of its interventions. It is found that vocabulary interventions, as well as using mobile, tablet and other non-computer technologies are massively overlooked. Furthermore, a very limited number of programs focused on fluency, none of them addressed all its components. In addition, despite the required long-term practice for fostering fluency, the reviewed studies have an average intervention time shorter than other intervention categories. This paper provides researchers and solution developers with an extensive and informative review of the current state of the art in reading interventions. Additionally, it identifies the current knowledge gaps and defines future research directions to develop effective reading programs

Developing a Pedagogy for Reducing ‘Plant Blindness’

Despite human dependence on them, inattention to plants or plant blindness is a well–known phenomenon in urban societies. This thesis investigates the efficacy of a suite of novel teaching approaches for botany with adults and children and considers how these published research–based resources can contribute to a pedagogy for reducing plant blindness, in conjunction with the existing literature. This research was based on a mixed methods design using knowledge tests, questionnaires and interviews. It focused on two themes: novel methods for learning taxonomy (digital keys, mnemonics, drawing and game–playing) and drama–based methods for learning reproduction and classification. The literature review examined the characteristics of plant blindness and its impacts on teaching and learning. The fundamental cause of plant blindness was shown to be diminished experience with plants in urban societies which leads to low interest in plants compared to animals. A majority of pedagogic studies were based on learning with live plants, many of which were inquiry-based learning. Half the studies included outdoor learning and half used digital learning approaches. A content analysis of published research using themes based on theories of embodied cognition, memory and positive affect found the textual data to be evenly distributed across all three themes. The pedagogic approaches promoted learning through elaborative techniques, instructional tools with high usability, multimedia experiences and emotional wellbeing. Drawing and keys favoured observation over other perceptual modes, whereas drama facilitated multisensory experience. The research identified physical and cognitive factors that may assist or impede learning. A theoretical contribution of the research was the application of memory theory to learning taxonomy, advancing our understanding of how the design of keys and mnemonics may assist retention. Drama studies enhanced our understanding of children’s attitudes to plants and how a brief intervention may address these

The effect of different scripting methods on the process and outcomes of game-based collaborative language learning

Abstract. There has been growing interest in game-based language learning but instead of communicative skills, it mainly targeted vocabulary and grammar which are superficial linguistic skills. On the other hand, collaboration has also been seen as pedagogically beneficial though there is still a question as to what extent teacher’s support in the form of scripting is optimal. Addressing the gaps, this mainly quasi-experimental study was implemented in an English as a second language lesson to examine whether or not role assigning (microscripting) in a game-based collaboration would yield superior results than the condition without such method (macroscripting). To be specific, a narratively rich role-playing game (RPG) was utilized in the game-based learning phase due to its compatibility for language learning, proceeded by literature circle collaboration which had been renowned for its capability to foster not only reading skill but also the affective dimension of learning. Inferential statistics showed that groups treated with microscripting achieved superior reading comprehension, collaborative learning interest and empathy scores. Meanwhile, content analysis revealed that groups assisted by macroscripting could reach higher levels of knowledge construction in their collaboration. Findings, discussion and conclusion in this study have extended the field of game-based collaborative language learning and brought implications for similar future research

On the Scope of Digital Vocabulary Trainers for Learning in Distance Education

This study explores the use of digital vocabulary trainers (DVTs) for L1 (first/native language) - L2 (second/foreign language) paired associate vocabulary learning in the context of distance learning and where students are mature adult learners. The literature review approaches the topic from three different angles: firstly, what is involved in vocabulary learning in terms of memory processes, learning strategies and motivation to learn. Secondly, it was investigated how computer-assisted language learning (CALL) and in particular, use of DVTs, can support the learning of vocabulary and lastly, the role the specific learning context of distance education plays where vocabulary learning is concerned. To set the context, the study outlines the capabilities of different DVTs and how these are linked to theoretical frameworks, how distance learners engage with DVTs, to what extent vocabulary learning with and without DVTs differs and what students’ preferences for particular features of DVTs are. The research is based on a quasi-experimental study to explore the scope and limitations of DVTs used by adult distance learners at the Open University in the UK. A mix of methods was utilised, generating both quantitative and qualitative data. After participating in a trial use of DVT for beginners’ German, Open University language learners participated in a number of surveys investigating the way in which they engage with DVTs, whether there is any indication that the use of these tools improves performance and how students perceive DVTs as learning tools. Additional surveys investigated the general attitude of distance language students to DVTs, and focus groups were formed from students using DVTs for study. Data from these focus groups show that mechanisms typically employed in game playing (e.g. points, badges, leader boards) can have a positive effect on motivation for learning. It is therefore concluded that a review of current pedagogy may be useful and that new approaches to more integrated vocabulary training could have positive effects on language learners