scholarly journals The Role of Digital Books in Increasing Reading Motivation among Children with Dyslexia

2022 ◽  
Author(s):  
Hutami Dwijayanti ◽  
Riama Maslan Sihombing
Keyword(s):  
Reading Motivation ◽  
Digital Books

scholarly journals Prospects of School Social Work in Haor Areas of Bangladesh

2021 ◽  
Vol 8 (10) ◽  
pp. 501-512
Author(s):  
Syeda Sultana Parveen
Keyword(s):  
Rural Education ◽  
Rural Areas ◽  
Reading Motivation ◽  
Quality Of Education ◽  
School Students ◽  
Education Services ◽  
School Social Worker ◽  
Academic Achievements

This study employs qualitative research methods to explore the performance of school students in reading motivation, sincerity, and achievement and the perceived role of a school social worker in Tanguar Haor inhabitants of rural Sunamganj in Bangladesh. Findings of the study suggest that the stakeholders in rural education in haor areas are keen to see the students’ achievements in reading, motivation, and academic performance but unaware of how to improve. This paper argues that social workers have a significant role to play in rural areas, particularly in remote places like haor areas, to enhance students’ performances and academic achievements in the school as well as to improve the quality of education services in those areas.

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

2017 ◽  
Vol 56 (1) ◽  
pp. 48-73 ◽  
Author(s):  
Thijs M. J. Nielen ◽  
Glenn G. Smith ◽  
Maria T. Sikkema-de Jong ◽  
Jack Drobisz ◽  
Bill van Horne ◽  
...  
Keyword(s):  
Vocabulary Learning ◽  
Fifth Graders ◽  
Reading Motivation ◽  
Attention Problems ◽  
Digital Reading ◽  
Fifth Grade Students ◽  
Digital Books ◽  
Reading Materials ◽  
Incidental Vocabulary ◽  
Incidental Vocabulary Learning

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.

scholarly journals The Role of a Digital History Book in Implanting Heroic Values for the Millennial Generation

2021 ◽  
Vol 3 (3) ◽  
pp. 210
Author(s):  
Baharuddin Fathoni ◽  
Leo Agung Sutimin ◽  
Hieronymus Purwanta
Keyword(s):  
Technological Development ◽  
Independent Learning ◽  
Young Generation ◽  
Digital History ◽  
Digital Books ◽  
History Of ◽  
Younger Generation ◽  
Digital Book ◽  
The Right

Facing the era of globalization, the younger generation continues to experience an identity crisis where the younger generation is more familiar with hero figures who do not reflect eastern values, especially those that are typically Indonesian which causes the young generation to lack concern for the nation; and reduced pride in Indonesia's nationalistic identity. Digital books or e-books are a technological development that utilizes computers used to display information in the form of text, images, audio, video and other multimedia in a concise and dynamic form that can be read by computers or other electronic devices. In this case, digital books are an alternative and the right solution for learning the history of heroism in the implementation of independent learning. The purpose of this paper is to determine the role of digital history books in teaching heroic values to students. This research is analyzed using qualitative research methods. The results and discussion are: the role of learning the history of heroes through digital book media that can make it easier to teach heroic values to students. So that students are able to emulate heroic values and actualize and serve as spirit values in the life of society, nation and state.

Assessing Situated Reading Motivations Across Content Areas: A Dynamic Literacy Motivation Instrument

2016 ◽  
Vol 42 (3) ◽  
pp. 131-149 ◽  
Author(s):  
Sabina Rak Neugebauer
Keyword(s):  
Classroom Practice ◽  
Reading Motivation ◽  
Content Area Reading ◽  
Reading Performance ◽  
Content Area ◽  
School Students ◽  
Content Areas ◽  
Literacy Events ◽  
Performance Research

While educators and researchers agree on the crucial role of literacy motivation for performance, research on methods for accurately assessing adolescent reading motivation is still uncommon. The most used reading motivation instruments do not attend to the multiple content areas in which adolescents read. The present study examines a new content-area sensitive measure of reading motivation. One hundred forty middle school students across content-area classrooms participated. Exploratory factor analysis was used to examine the factor structure of this measure, and associations among existing measures, social aspects of literacy events, and teacher-rated content-area reading performance were explored to examine the validity and utility of this measure for classroom practice. Educational implications include the potential for teachers to adapt instruction based on students’ content-area-specific reading motivations.

What Research Tells Us: Single Texts

2021 ◽  
pp. 65-93
Author(s):  
Naomi S. Baron
Keyword(s):  
Social Interaction ◽  
Cognitive Development ◽  
Young Children ◽  
Experimental Results ◽  
School Age ◽  
User Perception ◽  
Text Display ◽  
Digital Books

Chapter 4 delves into research comparing reading single printed texts versus digital versions. The beginning section considers what we know about using digital books with young children for different purposes: social interaction, linguistic or cognitive development, or engagement. Most of the chapter focuses on research with school-age readers. The discussion is organized around four issues. First, what kind of measures were used? Variables include user perception studies versus experiments, type of experimental questions, and speed. Second, does the length or genre of the text affect results? Third, what is the role of technology, including digital paging versus scrolling, along with adaptive text display? And fourth, how much are experimental results explained by the mindset (metacognition) we bring to reading in print versus digitally? Among the considerations are students’ ability to correctly predict success when reading in the two media (calibration) and motivation for reading.

scholarly journals Comparing the impacts of various inputs(I + 1 & I-1) on pre-intermediate EFL learners’ Reading comprehension and Reading motivation: the case of Ahvazi learners

2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Ehsan Namaziandost ◽  
Mehdi Nasri ◽  
Meisam Ziafar
Keyword(s):  
Reading Comprehension ◽  
Reading Motivation ◽  
Vital Role ◽  
Current Level ◽  
Extensive Reading ◽  
Efl Learners ◽  
Significant Difference ◽  
Comprehensible Input ◽  
Post Test

AbstractConsidering the vital role of comprehensible input, this study attempted to compare the effects of input with various difficulty levels on Iranian EFL learners’ reading comprehension and reading motivation. To fulfil this objective, 54 Iranian pre-intermediate EFL learners were selected from two intact classes (n = 27 each). The selected participants were randomly assigned to two equal groups, namely “i + 1″ (n = 27) and “i-1″ group (n = 27). Then, the groups were pretested by a researcher-made reading comprehension test. After carrying out the pre-test, the treatment (i.e., extensive reading at different levels of difficulty) was practiced on the both groups. The participants in “i + 1″ group received reading passages beyond the current level, on the other hand, the “i-1″ group received those reading passages which were below their current level. After the instruction ended, a modified version of pre-test was conducted as posttest to determine the impacts of the treatment on the students’ reading comprehension. The obtained results indicated that there was a significant difference between the post-tests of “i + 1″ and “i-1″ groups. The findings showed that the “i + 1″ group significantly outperformed the “i-1″ group (p < .05) on the post-test. Moreover, the findings indicated that “i + 1″ group’s motivation increased after the treatment. The implications of the study suggest that interactive type of input is beneficial to develop students’ language skills.

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