Interactive stories and exercises with dynamic feedback for improving reading comprehension skills in deaf children

Mich, Ornella; Pianta, Emanuele; Mana, Nadia

doi:10.1016/j.compedu.2013.01.016

Cited by 39 publications

(27 citation statements)

References 27 publications

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“…This study has made several contributions to the field of teaching DHH students with the use of technology-aided tools which have been advocated by numerous researchers in the teaching of disabled students (Mazlan, 2011;Mich, Pianta, & Mana, 2013). The contributions of this study are presented as follows:…”

Section: Significance Of the Studymentioning

confidence: 99%

“…There is evident need for technologies and strategies to facilitate communication, while 21 st century educators require specific knowledge and skills to integrate ICT effectively in the classroom. Several studies have shown that ICT should be considered to support hearing impaired pupils' learning (Mazlan, 2011;Mich, Pianta, & Mana, 2013); however it remains under-utilized among educators (Chong & Shaffe, 2015). The success of any technological initiatives depends mainly on the teacher's knowledge and digital skills to utilize them in meaningful ways.…”

Section: Teaching Dhh Studentsmentioning

confidence: 99%

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Deaf and Hard of Hearing Students’ Perceptions of the Flipped Classroom Strategy in an Undergraduate Education Course

Al-Ibrahim¹

2019

EUROPEAN J ED RES

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This study aims to evaluate the academic outcomes of the flipped classroom approach in the teaching of students who are deaf or hard of hearing (DHH). Furthermore, it aims to activate the role of the teacher through encouraging both teachers and students to engage in active learning styles, while acknowledging individual differences. Participants consisted of 12 female undergraduates with hearing disabilities in a 251 CI course (applications of ICT in teaching and learning) at the College of Education, King Saud University. The study was applied throughout a semester on the contents of the course. The content material and pre-class assigned work (e.g. instructional videos and tasks) were delivered through Blackboard (learning management system), while active learning activities were carried out in class. Using mixed methods, students' perceptions of their new learning environment were explored through a post-term questionnaire distributed at the end of the semester, in addition to writing a reflective report. Furthermore, participants were requested to write a reflective journal at the end of each lecture. Results indicated the effectiveness of the flipped classroom strategy for students. Moreover, the data indicate a positive impact on students' content learning and improved skills (e.g. collaboration and interaction). The content material which was developed for the specific course (251 CI) could be utilized for the remaining students enrolled in this course. The researcher recommends using the flipped classroom teaching strategy for courses in higher education, as the methodology can be extended and implemented through following a similar framework applied in this study.

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Section: Significance Of the Studymentioning

confidence: 99%

Section: Teaching Dhh Studentsmentioning

confidence: 99%

Deaf and Hard of Hearing Students’ Perceptions of the Flipped Classroom Strategy in an Undergraduate Education Course

Al-Ibrahim¹

2019

EUROPEAN J ED RES

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“…Many scholars agree that ICT facilitates the development of educational systems at all levels (Stan ci c, Femec, & Ca cko, 2012; Vida cek-Hain s, Kirini c, & Kova ci c, 2010). Mich, Pianta, and Mana (2013) developed an application that could help deaf children improve their reading comprehension skills. Their system presented interactive stories, comprehensive exercises, and an intelligent dynamic feedback.…”

Section: Introductionmentioning

confidence: 99%

On the use of a multimedia platform for music education with handicapped children: A case study

Cano

Sánchez-Iborra

2015

Computers & Education

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“…Since there is some evidence for the efficacy of anthropomorphic characters with spoken, as opposed to written, feedback (e.g., Heidig & Clarebout, 2011;Lusk & Atkinson, 2007), the PA in the current study was designed as an animated, speaking mouse with anthropomorphic features in appearance and speech. Unlike digital reading tutors in other programs, the PA in the current study did not teach specific strategies such as self-questioning or identification of main ideas, followed by elaborate feedback, as students tried to apply the learned strategy (e.g., Meyer et al, 2010;Mich, Pianta, & Mana, 2013;Sung, Chang, & Huang, 2008). Unlike other reading support systems such as Meyer et al (2010), who provided explicit instruction on how to identify and use text structures, or Sung et al (2008) who instructed students about concept mapping and highlighting important messages, the current study did not provide explicit instruction on reading strategies.…”

Section: Guidance During Readingmentioning

confidence: 99%

Digital Guidance for Susceptible Readers: Effects on Fifth Graders’ Reading Motivation and Incidental Vocabulary Learning

Nielen

Smith

Jong³

et al. 2017

Journal of Educational Computing Research

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In this digital era, a fundamental challenge is to design digital reading materials in such a way that they improve children's reading skills. Since reading books is challenging for many fifth graders-particularly for those genetically susceptible to attention problems-the researchers hypothesized that guidance from a digital Pedagogical Agent (PA) could improve students' reading motivation and incidental vocabulary learning. Using a sample of 147 fifth-grade students, the researchers carried out a randomized control trial with three groups of students reading: (a) hardcopy (print) books, (b) digital books, and (c) digital books with a PA. For students with a genetic predisposition to attention problems, carriers of the DRD4 seven-repeat allele, the PA supported their incidental vocabulary learning. For noncarriers, there were no effects of the digital reading materials or the PA.

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Interactive stories and exercises with dynamic feedback for improving reading comprehension skills in deaf children

Cited by 39 publications

References 27 publications

Deaf and Hard of Hearing Students’ Perceptions of the Flipped Classroom Strategy in an Undergraduate Education Course

Deaf and Hard of Hearing Students’ Perceptions of the Flipped Classroom Strategy in an Undergraduate Education Course

On the use of a multimedia platform for music education with handicapped children: A case study

Digital Guidance for Susceptible Readers: Effects on Fifth Graders’ Reading Motivation and Incidental Vocabulary Learning

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