Technology assistive instruction for grade 3 struggling readers in English. An analysis

Anglický jazyk

Technology assistive instruction for grade 3 struggling readers in English. An analysis

Vydavateľstvo: GRIN Verlag
Rok vydania: 2021
Formát: Paperback
Rozmer: 210 x 148 mm
Jazyk: Anglický jazyk
ISBN: 9783346482334

Na objednávku, dodanie 2-4 týždne

16.65 €

bežná cena: 18.50 €

O knihe

Academic Paper from the year 2021 in the subject Speech Science / Linguistics, grade: 1.0, , course: Doctor in Development Education, language: English, abstract: This action research was conducted at Mayor AS Fortuna Memorial Elementary School during school year 2020 -2021.

The gathering of the data was done according to the following scheme: preliminary preparation, administration and collection of instruments, scoring and statistical treatment of data. This research used a survey-based design to assess the significance of technology assistive instruction for grade 3 struggling readers in English.

The reading performance in English of grade 3 learners as to oral fluency was instructional. The data implied that some learners promoted to the next level even if their reading ability were frustration. Their performance level in comprehension was also instructional. It showed that there were still many learners in the grade three level under frustration level in the comprehension. All of the respondents read the Self-Learning Kit.

Twenty one of them preferred to read books and some were using mobilephone. Hence, children are not allowed to go to school because of the pandemic, one of the primary sources of the learners in reading was books aside from SLK due to the availability of the materials or resources at home. Eighteen of them or 58 percent spent time in reading during their free time for less than 30 minutes with verbal description of infrequent.

This study proves that Assistive -Technology Instruction significantly improved the reading performance of the Grade Three Struggling Readers in English. The top three issues encountered by the learners and researchers in the implementation of the program were lack of resources, lack of parent involvement, and competing priorities.