"The Joy of Reading" - An Intervention Program to Increase Reading Motivation for Pupils with Learning Disabilities

Tovli, Esther

doi:10.11114/jets.v2i4.496

Cited by 7 publications

(13 citation statements)

References 25 publications

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“…Through the analysis of teachers' interview data, it can be concluded that in addition to helping students with CV + CVC word reading skills, students also responded positively by helping their peers pronounce the words and also showed no boredom during the learning session using the LSR interactive application. This is in line with the study findings of [7] in 'The Joy of Reading "-An Intervention Program to Increase Reading Motivation for Pupils with Learning Disabilities which showed that using innovative tool had a significant effect in assisting students with cognitive problems in mastering their reading skills. In addition, active learning activities using this innovative tool in 'The Joy of Reading' created a positive learning experience involving mastery of language literacy through a variety of interesting learning activities such as reading reports, role play and sharing of ideas based on reading materials read.…”

Section: Discussionsupporting

confidence: 89%

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The Effect of Using Look, Spell and Read (LSR) Interactive Application towards Reading (CV+CVC) Skills among Slow Learner Students

Rashid¹,

Azid²

2020

ujer

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Language literacy is the most important skill to be mastered because it is one of the mediums used to deliver teaching contents in the classroom. One of the language literacy needed in learning is the reading skills. This research aimed to identify the impact of using LSR interactive tool on slow learner students' reading skills. A total of thirty slow learner students and two teachers who had five years of experience in teaching special education class were selected as respondents. This research was pre experimental in design because it involved only one group of study sample. The instruments used were pre-test and post-test, and interview protocols for teachers and pupils. Data were analyzed using descriptive and inferential analysis through Statistical Program Social Science (SPSS) version 22. The paired t-test result showed that there were positive and significant impacts (t= -23.57, df=29, P<0.05) of using LSR interactive tool on slow learner students' reading skills. Meanwhile qualitative data through teacher and student interviews showed similarity when both groups agreed that using LSR interactive tool helps slow learner students improve their reading skills. The use of multimedia elements such as text, graphics, animation, video and audio has helped a lot in capturing students' attention and interest and this also has indirectly helped improve their reading ability. All students suggested that more words be built in LSR and the use of 3D graphics be increased as these have attracted them to learn. It is hoped that this study can be a trigger and reference for further studies related to the use of interactive applications in particular to assist the learning process of special education students.

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Section: Discussionsupporting

confidence: 89%

“…Further, [7] in his study stated that the enjoyment of reading in the classroom of learning disabilities will increase if there are guidance and teaching aids that meet the needs of students. Teachers act as a mediator to show that reading is an exciting and enjoyable learning activity.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Using Look, Spell and Read (LSR) Interactive Application towards Reading (CV+CVC) Skills among Slow Learner Students

Rashid¹,

Azid²

2020

ujer

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“…Earlier studies explored the problem of children's low or declining motivation for reading by suggesting intervention programs at different grade levels [20]- [22]. The use of AR applications in an educational environment for enhancing motivation is a relatively recent development [23].…”

Section: Discussionmentioning

confidence: 99%

“…Earlier contributions explored the problem of low or declining motivation for reading by suggesting intervention programs that did not necessarily use technology [20], [21] and interventions that involved e-reading on screens [22] and AR textbooks [23] that indicated that technologically supported interventions have the potential to increase students' reading motivation. Previous studies focused on the impact of AR tools in different levels of formal education and different application domains.…”

Section: Related Workmentioning

confidence: 99%

Augmented Reality Books: Motivation, Attitudes, and Behaviors of Young Readers

Roumba¹,

Nicolaidou

2022

Int. J. Interact. Mob. Technol.

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Augmented Reality (AR) books show potential to increase young learners’ reading motivation, which is important given children's declining reading motivation over the school years. Previous studies measured reading motivation only in higher education and only after users’ experience with AR. Few empirical studies have focused on school-aged children and those examined attitudes, not motivation. This study aimed to: a) examine how young children's motivation changes through the experience of reading AR books and b) document their attitudes and behaviors after this experience. Participants in this pre-test post-test case study were 40 fourth and fifth graders. Data sources included validated questionnaires and an observation protocol of children’s behavior while interacting with AR books. The results of paired samples t-tests for children's motivation indicated a statistically significant increase in attention (t (39) = - 3.07, p = 0.004), confidence (t (39) = - 2.44, p = 0.019) and satisfaction (t (39) = - 3.26, p = 0.002). Children read comfortably, seemed focused, and were eager to read more. They showed a high level of enthusiasm with AR technology when interacting with the first AR book, which notably decreased with the second book. The children maintained positive attitudes and behaviors towards AR. The study showed that even through short-term interactions, AR books have the potential to increase young students’ reading motivation. It adds to our knowledge concerning the use of AR books by primary school children, who are under-represented in the literature. Directions for future research are drawn.

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“…Additional components, such as systematic exposure to schema story discourse, linguistic enrichment and social values, were added through various activities. The intervention program helped students with LD adopt reading habits as an enjoyable way to spend time (Tovli, 2014).…”

mentioning

confidence: 99%

Psychophysiological Peculiarities And Learning Motivation Of Students With Learning Disorders

Voita¹,

Porozovs²,

Trubina³

et al. 2017

European Proceedings of Social and Behavioural Sciences

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"The Joy of Reading" - An Intervention Program to Increase Reading Motivation for Pupils with Learning Disabilities

Cited by 7 publications

References 25 publications

The Effect of Using Look, Spell and Read (LSR) Interactive Application towards Reading (CV+CVC) Skills among Slow Learner Students

The Effect of Using Look, Spell and Read (LSR) Interactive Application towards Reading (CV+CVC) Skills among Slow Learner Students

Augmented Reality Books: Motivation, Attitudes, and Behaviors of Young Readers

Psychophysiological Peculiarities And Learning Motivation Of Students With Learning Disorders

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