Using interactive media to support reading skills among underachieving children

Noor Aini Ahmad

Abstract

This article presents a literature review on improving reading skills, and recommendations for reading skills that prepare children for the world of tomorrow. Remediation should begin as soon as a child is diagnosed as having problems with reading. As the demand for digital know-how has dramatically increased in recent years, interactive media has become a basic tool in today’s classroom. Children with weak working memory, and with difficulties in the rapid processing of information, need to be assisted to use digital literacy skills. Underachievers usually show a gap between their functional knowledge and performance potential. In order to prevent this gap from widening, underachievers are advised to work at their own functional level to overcome their deficits. Recommendations are made which are related to interventions that use interactive media as instructional material, and which may underscore an ability or desire to perform independently and more effectively. Three canvases for improving reading skills are suggested, namely, (1) creative canvas, (2) learning tools canvas and (3) reading skills service canvas. We conclude that there is a need for educators to move towards using interactive multimedia as an instructional tool in teaching and learning. Educators need to modify and re-design their educational curricula into an interactive learning environment that might reinforce and strengthen reading skills among underachievers

References

1. Ahmed, K. & Nasser, O. (2015). Incorporating iPad Technology: Creating More Effective Language Classrooms. TESOL Journal, 6(4), 751-765.

2. Arciuli, J. (2018). Reading as Statistical Learning. Language Speech and Hearing Services in Schools. Languages, Speech and Hearing Services in School, 49(3S), 634-643.

3. Bacca, J., Baldiris, S., Fabregat, R., Kinshuk., & Graft, S. (2014). Augmented reality trends in education: A systematic review of research and applications. Educational Technology & Society, 17(4), 133-149.

4. Bus, A. G, Takacs, Z. & Kegel, C. (2014). Affordances and limitations on electronic storybooks for young children’s emergent literacy. Developmental Review, 19, 79-97.

5. Dalle, J. & Baharuddin, B. (2017). Interactive courseware for supporting learners’ competency in practical skills. The Turkish Online Journal of Educational Technology, 16(3), 88-99.

6. Green, K., Tonnessen, F.E, Tambs, K., Thoresen, M. & Bjertness, E. (2009). Dyslexia: Group Screening among 15-16 Year Olds in Oslo, Norway. Scandinavian Journal of Educational Research, 217-227.

7. Li, H., Zhu, J., Ma, C., Zhang, J. & Zong, C. (2018). Read, Watch, Listen and Summarize: Multi-modal Summarization for Asynchronous Text, Image, Audio and Video. IEEE Transactions on Knowledge and Data Engineering, 31(5), 996-1009.?odygowska, E., Ch??, M. & Samochowiec, A. (2017). Academic motivation in children with dyslexia. The Journal of Educational Research, 575-580.

8. Madeiraa. J., Silvaa. C., Marcelinoa. L. and Ferreira. P. (2015). Assistive Mobile Applications for Dyslexia. Computer Science, 64, 417-424.

9. Mammarella, I. C., Ghisi, M., Bomba, M., Bottesi, G., Caviola, S., Broggi, F. & Nacinovich, R. (2014). Anxiety and Depression in Children with Nonverbal Learning Disabilities, Reading Disabilities or Typical Development. Journal of Learning Disabilities, 49(2), 130-139.

10. ManisahMohd. Ali & Muhammad NazeriSaidena (2015). The Use of Graded Reading Materials for Children with Reading Difficulties. Procedia-Social and Behavioral Sciences, 191, 2631-2633.

11. McMurray, S. & Thompson, R. (2016). Issues in Inclusion and Individual Learning Needs Learning to Read. Journal of Research in Special Educational Needs, 16(1), 679-683.

12. Metsala, J. L. & David, M. D. (2017). The effects of age and sub-lexical automaticity on reading outcomes for students with reading disabilities. Journal of Research in Reading, 1-19.

13. Nabil Almalki1. (2016). What is the best strategy “evidence-based practice” to teach literacy skills for students with multiple disabilities? World Journal of Education, 6(6), 18-30.

14. Nicolielo-Carrilho, A. P., Crenitte, P. A. P., Lopes-Herrera, S. A. & Hage, S. R. De V. (2018). Relationship between phonological working memory, meta cognitive skills and reading comprehension in children with learning disabilities. Journal of Applied Oral Science, 26, 1-8.

15. Nielsen, K., Andria-Habermann, K., Richards, T., Abbott, R., Mickail, T. & Berninger, V. (2017). Emotional and Behavioral Correlates of Persisting Specific Learning Disabilities in Written Language During Middle Childhood and Early Adolescence. Journal of Psychoeducational Assessment, 36(7), 651-669.

16. Noor Aini Ahmad, & Shahin Choo Liyana Rosmanizam. (2017). Interactive Multimedia Activities Using Augmented Reality to Promote Reading and Writing Skills amongst Young Children. Journal of Teaching and Education, 6(2), 193-198.

17. Noor Aini Ahmad, Anis Fatima Savugathali, & Yasmin Jeffry. (2018). Engaging and Facilitating Learning Language Skills via Multimedia Systems amongst At-Risk Students. Journal of Teaching and Education, 5(2), 87-94.

18. Noor Aini Ahmad, Mashitoh Hashim, Zaidan, A.Z. & Zaidan, B.Z. (2017). An effective Diagnostic to Overcome Reading Difficulties among Learners with Average Reading Ability. Journal of Teaching and Education, 10(1), 299-304.

19. Noor Aini Ahmad. (2017). Engaging and facilitating language skills using Augmented reality as a medium of learning and Teaching. Journal of Teaching and Education, 06(02), 133- 138.

20. Noor Aini Ahmad. (2018). Learning Literacy Using Augmented Reality (LitAR): An Application of Learning Through Expository, Social and Technical-Scientific using Augmented Reality as Learning Strategy. International Journal of Academic Research in Business and Social Sciences, 8(11), 1772-1778.

21. Novita. S. (2016). Secondary symptoms of dyslexia: a comparison of self-esteem and anxiety profiles of children with and without dyslexia. European Journal of Special Needs Education, 279-288.

22. Rezende, W., Albuquerque, E., & Ambrosio, A. (2017). Use of augmented reality to support education-creating a mobile e-learning tool and using it with an inquiry-based approach. Computer Supported Education, 1, 100-107.

23. Van Krieken, V. (2018). Multimedia Storytelling in Journalism: Exploring Narrative Techniques in Snow Fall. Journal Information, 9(5), 123.

24. Vaughn, S. & Wanzek, J. (2014). Intensive interventions in reading for students with reading disabilities: meaningful impacts. Learning Disabilities Research & Practice, 29, 46-53.

25. Witteloostuijn, M., Boersma, P., Wijnen, F. &Rispens, J. (2017). Visual artificial grammar learning in dyslexia: A meta-analysis. Research in Developmental Disabilities, 70, 126–137.

26. Zhao, W., Song, Y., Zhao, Q. & Zhang, R. (2018). The effect of teacher support on primary school students’ reading engagement: The mediating role of reading interest and Chinese academic self-concept. Educational Psychology, 1-18.