Interactive whiteboard (IWB) use during student collaborative reading practices: A year-long comparison of instructional approaches

Abstract

The prevalent use of interactive whiteboards (IWBs) in K-12 classrooms has been met with questions regarding how teachers use such technologies to facilitate student learning. We analyzed recorded observations of 21 ELA middle school teachers over a single academic year as they developed knowledge about and competence with a structured reading programme, Collaborative Strategic Reading (CSR, Klingner, J. K., S. Vaughn, A. Boardman, and E. Swanson. 2012. Now we get it!: Boosting Comprehension with Collaborative Strategic Reading. Hoboken, NJ: John Wiley & Sons) while simultaneously learning IWB technologies. Findings suggest a) the importance of using explicit instructional prompts for facilitating student collaboration and b) the need for adequate time for teachers to gradually incorporate technology into classroom practices over the academic year.

The Effectiveness of Interactive Reading Models in Improving Early Students Language Skills

“…Comparison of the effect of the three interactive reading models which are not much different on language skills is caused by several factors, including the question strategy used in each reading model which allows the same questions to be used in each model even though the patterns are different, the interactive reading model encourages students to interact actively which allows the purpose of the interaction to be the same, and in each model the researcher uses a book of the same type, namely a picture book. These factors enable these three interactive reading models to have a similar effect on children's language skills (Beucher et al, 2020;Cabell et al, 2019;Duzy et al, 2014).…”

“…This has been proven by several previous studies. Reading ability makes a significant contribution to vocabulary knowledge because the intensity of reading various texts gives a new understanding of the meaning of vocabulary and sentences (Alvarenga et al, 2020;Beucher et al, 2020). In addition, other studies have proven that children who have more frequent reading habits are more skilled at speaking or communicating.…”