Teachers, Pupils And Parents’ Perspectives On A Pedagogical Approach To Strengthened Reading Fluency That Uses Touchscreen Computer Tablet To Read-aloud, Recording And Sharing
Oral reading fluency involves being able to read with accuracy, automaticity, and oral prosody to access to the meaning of texts. Improving pupils’ reading fluency is crucial for the elementary school. Various resources are available to help teachers achieve this quest, in particular educational re...
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| Main Author: | |
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| Format: | Article |
| Language: | English |
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University of Bejaia Abderrahmane Mira
2024-11-01
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| Series: | The Journal of Studies in Language, Culture and Society |
| Subjects: | |
| Online Access: | https://univ-bejaia.dz/revue/jslcs/article/view/383 |
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| Summary: | Oral reading fluency involves being able to read with accuracy, automaticity, and oral prosody to access to the meaning of texts. Improving pupils’ reading fluency is crucial for the elementary school. Various resources are available to help teachers achieve this quest, in particular educational recommendations and research results that focus on the effects of different forms of interventions. The goal of this paper is to introduce a tool to improve the assimilation of a pedagogical approach created by two experienced second-grade teachers. This approach implies 1) regular appointments with the pupils to set goals and challenges; 2) let the children practice, reading aloud, recording themselves on a touchscreen computer tablet and sharing the recordings with their teacher and parents. After eight months of use, 4 teachers, their 88 pupils and 12 of their parents were invited to participate in interviews in which they were questioned about their experience of the use of the tool and its effects on the students. The analysis shows that the pedagogical approach is reliable and that the participants feel that it has a positive impact on the pupils’ motivation and learning. It allows to identify strengths and weaknesses. This provides arguments for a larger implementation and for further research on its impact.
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| ISSN: | 2716-9189 2676-1750 |