Design and Development of an Inclusive Learning Videogames Aimed to Promote the Development of Reading and Writing Skills

2016 ◽  
Vol 7 (2) ◽  
pp. 34-47 ◽  
Author(s):  
Stafano Di Tore ◽  
Iolanda Zollo ◽  
Safa Maffei ◽  
Maurizio Sibilio
Keyword(s):  
Primary Schools ◽  
Recent Literature ◽  
Writing Skills ◽  
Design And Development ◽  
Teaching Resources ◽  
Reading And Writing ◽  
Inclusive Learning ◽  
Applied Technology ◽  
Inclusive Approach ◽  
Development Phases

Inclusive didactics can be defined as the set of strategies, methods and resources that enable the teacher to pay more attention to the personal profile of the student in terms of learning. With reference to the teaching resources applied, technology offers effective opportunities for the implementation of an inclusive approach. The aim of this paper is to illustrate, on the basis of recent literature, how action videogames can foster the development of reading and writing skills in an inclusive way, through the specific types of human-machine interactions on which they are based. In addition, the design and development phases of the game, targeted for pupils attending Italian primary schools, is presented.

scholarly journals Reading Literacy Movement in Elementary School / Gerakan Literasi Membaca di Sekolah Dasar

2020 ◽  
Vol 3 (1) ◽  
pp. 93
Author(s):  
Nida Helwa Hanin ◽  
M. Irfan Islamy
Keyword(s):  
Data Collection ◽  
Primary Schools ◽  
Reading Time ◽  
Writing Skills ◽  
Community Support ◽  
Reading Literacy ◽  
Reading Habit ◽  
Reading And Writing ◽  
Student Reading ◽  
Type Data

The purpose of this study is identifying the problematics the implementation of the Reading Literacy Movement in Primary Schools. The approach in this research is qualitative with descriptive type. Data collection techniques in this study used observation, interviews, and documentation. This research was conducted at SDN X in Malang City. The results showed that the problem of the Reading Literacy Movement at SDN X in Malang was divided into 3 categories, namely the 15 minute reading habit, with the problem of reading and writing skills and the ability to understand student reading, limited reading time, low motivation and interest in reading. At the facility and facility enrichment stage category, with the problem of the availability various books in the library, limited reading areas, reading angles, and literacy posters. The category of supporting resources, with the problem of reading literacy climate, teachers and literacy reading teams, parental and community support.

scholarly journals PEELI Training and Professional Development of Primary School Teachers

2020 ◽  
Author(s):  
Hamid Ali Nadeem ◽  
Azhar Mumtaz Saadi ◽  
Nudrat Fatima ◽  
Namood-e- Sahar
Keyword(s):  
Primary School ◽  
Communication Skills ◽  
Primary Schools ◽  
English Language ◽  
Writing Skills ◽  
School Teachers ◽  
Primary School Teachers ◽  
Reading And Writing ◽  
Four Dimensions ◽  
Teachers And Students

<p>Language forms the medium of communication through verbal and nonverbal means which help to develop understanding. The communication and pedagogy are part and parcel of each other as well as the teaching process. The aims of teaching could not be achieved without better communication between teacher and students. The present study was thus planned to analyze the effect of PEELI (Punjab Education and English Language Initiative) training on communication skills of primary school teachers. The findings showed that the educators recruited in 2017 and 2018 have found PEELI interesting and innovative. Listening, speaking, reading and writing are the four dimensions of communication. PEELI training has assisted them in enhancing speaking and writing skills of learners. However, they feel difficulty in developing and interacting learners in listening and reading. They look for more modules and sessions to be organized to cover all the four aspects of communication to develop better interaction with learners. It is recommended to overcome the drawbacks in future training policies thus to bridge the communication gaps between teachers and students of primary schools.</p>

scholarly journals PEELI Training and Professional Development of Primary School Teachers

2020 ◽  
Author(s):  
Hamid Ali Nadeem ◽  
Azhar Mumtaz Saadi ◽  
Nudrat Fatima ◽  
Namood-e- Sahar
Keyword(s):  
Primary School ◽  
Communication Skills ◽  
Primary Schools ◽  
English Language ◽  
Writing Skills ◽  
School Teachers ◽  
Primary School Teachers ◽  
Reading And Writing ◽  
Four Dimensions ◽  
Teachers And Students

<p>Language forms the medium of communication through verbal and nonverbal means which help to develop understanding. The communication and pedagogy are part and parcel of each other as well as the teaching process. The aims of teaching could not be achieved without better communication between teacher and students. The present study was thus planned to analyze the effect of PEELI (Punjab Education and English Language Initiative) training on communication skills of primary school teachers. The findings showed that the educators recruited in 2017 and 2018 have found PEELI interesting and innovative. Listening, speaking, reading and writing are the four dimensions of communication. PEELI training has assisted them in enhancing speaking and writing skills of learners. However, they feel difficulty in developing and interacting learners in listening and reading. They look for more modules and sessions to be organized to cover all the four aspects of communication to develop better interaction with learners. It is recommended to overcome the drawbacks in future training policies thus to bridge the communication gaps between teachers and students of primary schools.</p>

scholarly journals TĒCIYA TOṬAKKAPPAḶḶIKAḶIL TAMIḺAI IRAṆṬĀM MOḺIYĀKA KAṞKUM MĀṆAVARKAḶIṈ VĀCIPPU MAṞṞUM EḺUTTUT TIṞAṈ AṬAIVUNILAI [READING AND WRITING SKILLS PERFORMANCE LEVEL OF STUDENTS LEARNING TAMIL AS A SECOND LANGUAGE IN NATIONAL PRIMARY SCHOOL]

2022 ◽  
pp. 46-54
Author(s):  
CHITRA SELVI RUDRAPATHY ◽  
THULASI RUDRAPATHY
Keyword(s):  
Qualitative Research ◽  
Second Language ◽  
Reading Comprehension ◽  
Primary School ◽  
Primary Schools ◽  
Writing Skills ◽  
First Year ◽  
Reading And Writing ◽  
Comprehension Skills ◽  
Reading Comprehension Skills

The objective of this study is to identify the Tamil reading and writing skills achievement of non- native students who learn Tamil as their second language in the first year of national primary schools. This is a qualitative research which used purposive sampling. The data for the study has been collected as statistics through the questionnaire and analyzed. The results show that the basic Tamil reading and writing skills are in satisfactory level while writing comprehension and reading comprehension skills are at a low level of achievement. The data obtained through this study will create awareness among teachers who teach Tamil as a second language regarding the Tamil reading and written skills achievement of their students and will encourage them to adopt suitable learning teaching approach for their students to achieve the best attainment in these skills.

scholarly journals English Acquisition of Reading and Writing Skills on Learners at Fourth Grade at Jesus School

2014 ◽  
Vol 16 (21) ◽  
pp. 13-22
Author(s):  
Roxy Calderón Mora ◽  
Glenda Rodríguez Chaves
Keyword(s):  
Public School ◽  
Learning Strategies ◽  
Primary Schools ◽  
Writing Skills ◽  
Fourth Grade ◽  
Communication Process ◽  
Reading And Writing ◽  
Fourth Level ◽  
Data Collection Process ◽  
Word Walls

Teaching English in II Cycle at public primary schools in Costa Rica relies on integrating and interrelating the four basic skills in the communication process.  The English Acquisition of Reading and Writing Skills on Learners at fourth grade at Jesus School article is a consolidation of the research study developed in 2013.  The purpose of this study was to research on learning strategies that stimulate the acquisition of reading and writing skills in fourth level at Jesus de Atenas public school located in Atenas. The study implemented reading and writing strategies.  The collection of data was performed by using a qualitative approach using four different instruments: three classroom observations, two artifacts as evidence of the students’ performance, a focus group and, an interview to the English advisor at Regional de Alajuela. The data collection process demonstrated that students improved both reading and writing competence after performing strategies such as Word Walls, Group Writing and Print- Rich Environment.  The analyzed results in this study confirmed that the applied strategies stimulate the acquisition of reading and writing skills in fourth graders at a public school.

Beyond Copying

2016 ◽  
Vol 41 (3) ◽  
pp. 380-389 ◽  
Author(s):  
Ying Wang ◽  
Catherine McBride
Keyword(s):  
Primary Schools ◽  
Word Reading ◽  
Writing Skills ◽  
Mainland China ◽  
Morphological Awareness ◽  
Literacy Skills ◽  
Control Group ◽  
Orthographic Awareness ◽  
Reading And Writing ◽  
And Control

This study assessed the effects of three intervention programs for Chinese literacy development in kindergartners: the copying (Copy) program; a combined program of copying and Pinyin knowledge (Copy + Pinyin); and a combined program of copying and morphological awareness (Copy + MA). Ninety-seven kindergarteners aged 5–7 years in mainland China (30 in Copy, 32 in Copy + Pinyin, 35 in Copy + MA) participated. Thirty untrained children served as a control group. Children were tested on nonverbal IQ, morphological awareness, orthographic awareness, phonological awareness, invented Pinyin spelling, word reading and writing skills in Chinese. After an eight-week intervention period, children in all three intervention groups progressed significantly more than the control group on literacy skills. Furthermore, the combined program of copying and Pinyin knowledge yielded significantly greater improvement in invented Pinyin spelling than the Copy and control groups. Finally, the combined program of copying and morphological awareness yielded greater improvement in word reading and writing, as well as significantly higher orthographic awareness than other groups. These findings suggest the utility of multi-component interventions for early Chinese literacy learning. That the combined program particularly benefited children’s reading and writing skills at the beginning level suggests that both rote practice and analytic strategies should be emphasized in kindergartens and primary schools in order to produce greater improvements in Chinese literacy acquisition.

Theoretical and Methodological Elements of an Inclusive Approach to Education

2020 ◽  
pp. 123-136
Author(s):  
Antonello Mura ◽  
Antioco Luigi Zurru ◽  
Ilaria Tatulli
Keyword(s):  
Inclusive Education ◽  
Collaborative Work ◽  
Qualitative Investigation ◽  
Training Process ◽  
Continuous Training ◽  
Learning Contexts ◽  
Inclusive Learning ◽  
Inclusive Approach ◽  
Slow Evolution ◽  
Methodological Principles

The educative experience of people with disability leads the inter­na­tio­nal debate towards the value of inclusive learning contexts. Nonetheless, the theoretical and methodological principles of an inclusive education approach have to be outlined. Data collected using explorative questionnaires during a five-years survey in an Italian region's schools show a slow evolution of the scholastic context. From the perspective of Special Pedagogy, the qualitative investigation on three macro-dimensions (the diversity perception, the didactic and methodological means, the wellbeing of pupils) reveals an emerging development of solid awareness among teachers. Findings confirm that the inclusion processes at school are attainable only throughout a series of clear methodological elements: 1) a valorising attitude towards diversity; 2) an orienting learning process; 3) a plural and flexible use of both methodologies and strategies; 4) a collaborative work environment; 5) a continuous training process; 6) a deontological approach. These are the principles that allow teachers to support each student in the manifold itineraries of identity fulfilment, encouraging pupils to express their needs and to develop their abilities in a welcoming and participative context.

THE ROLE OF LITERACY METHODS IN MASTERING OF WRITTEN LANGUAGE BY STUDENTS WITH DEVELOPMENTAL DYSLEXIA

2019 ◽  
Vol 7 (1) ◽  
pp. 10-18
Author(s):  
Tsvetanka Tsenova
Keyword(s):  
Experimental Work ◽  
Developmental Dyslexia ◽  
Reading Skills ◽  
Writing Skills ◽  
Written Language ◽  
Reading And Writing ◽  
Empirical Verification ◽  
Literacy Methods ◽  
The Relationship

This article focuses on the relationship between literacy methods applied at school and the emergence of serious difficulties in mastering reading and writing skills that shape the developmental dyslexia. The problem was analyzed theoretically and subjected to empirical verification. Experimental work was presented which aims to study the phonological and global reading skills of 4- th grade students with and without dyslexia. Better global reading skills have been demonstrated in all tested children, and this is much more pronounced in those with dyslexia than their peers without disorders. Hence, the need to develop a special, corrective methodology for literacy of students with developmental dyslexia consistent with their psychopathological characteristics.

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