Mehrsprachiges Lesetheater: Ergebnisse zur Akzeptanz dieser neuen mehrsprachigen Lesefördermethode

Götz, Kristina; Kutzelmann, Sabine; Massler, Ute

doi:10.3224/84742121.04

Cited by 1 publication

(3 citation statements)

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“…MELT was developed with the DBR approach in several cycles and additionally researched through an acceptance study (Kutzelmann et al, 2017). Results from the study showed that teachers see a clear benefit (Götz et al, 2017) and appreciate the clearly structured, varied didactic-methodological design in MELT with its easily available, dramatised texts. Multilingualism appears to be predominantly unproblematic and, according to the teachers, offers a clear added value ("relative advantage, " Venkatesh et al, 2003) for reading training in school and foreign languages compared to conventional language teaching.…”

Section: Reading Fluencymentioning

confidence: 97%

“…Multilingualism appears to be predominantly unproblematic and, according to the teachers, offers a clear added value ("relative advantage, " Venkatesh et al, 2003) for reading training in school and foreign languages compared to conventional language teaching. Other design components, such as the integration of migration languages, reading aloud by the teacher, cooperative learning, etc., were also judged very positively (Götz et al, 2017). However, a more comprehensive long-term study surveying the development of RF in MELT is lacking to date.…”

Section: Reading Fluencymentioning

confidence: 99%

“…However, a more comprehensive long-term study surveying the development of RF in MELT is lacking to date. Nevertheless, since MELT uses central practise principles such as repeated reading, the use of reading models and supported reading, whose positive effect on the promotion of RF has been proven by studies, in a targeted and intensive way, it can be assumed that the promotion of RF is possible with regular and frequent use (Götz et al, 2017).…”

Section: Reading Fluencymentioning

confidence: 99%

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Meaningful, gamified training of reading fluency

Massler

Müller²,

Iurgel³

et al. 2022

Front. Comput. Sci.

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Improving learners' reading is of importance. The digital world is centred on the written word, and today's labour market requires high literacy levels. Furthermore, the development of school and foreign language skills among learners, especially those of weaker learners, is crucial as the effects of globalisation allow for increased work mobility and the necessity for lifelong learning. GameLet provides effective training scenarios for reading fluency, a prerequisite for reading comprehension, in schools with gamified, self-guided, personalised, media-based individual and collaborative learning, thereby allowing educators to intensify and extend learning activities to out-of-school settings. At the core of GameLet lies the production of a podcast by the learners that encourages them to read repeatedly, hence improving their reading fluency, and to successfully record their role in a digital Recording Studio. Increasing reading fluency is targeted by means of media-supported individual and cooperative learning phases with various training methods. Furthermore, GameLet implements meaningful digital media-based Gamification mechanisms for the purpose of increasing student motivation. The software is web-based and was developed with a focus on user-centred design and an agile and design-based approach. Prototype development followed an iterative and participative process, in which students and teachers of three participating partner countries interacted with the developed materials. Artefacts were tested in both face-to-face and online settings. GameLet exemplifies the successful application of Gamification for improving and extending classical learning scenarios at school as well as the design of effective learning technologies that are meaningful, gamified, effective and usable.

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Section: Reading Fluencymentioning

confidence: 97%

Section: Reading Fluencymentioning

confidence: 99%

Section: Reading Fluencymentioning

confidence: 99%

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