Investigating the Efficacy of "Reading Adventure Time"! For Improving Reading Skills in Children with Visual Impairments

Autor/inn/en	Kamei-Hannan, Cheryl; McCarthy, Tessa; D'Andrea, Frances Mary; Holbrook, M. Cay
Titel	Investigating the Efficacy of "Reading Adventure Time"! For Improving Reading Skills in Children with Visual Impairments
Quelle	In: Journal of Visual Impairment & Blindness, 114 (2020) 2, S.88-100 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0145-482X
DOI	10.1177/0145482X20913128
Schlagwörter	Self Efficacy; Reading Skills; Visual Impairments; Computer Software; Braille; Reading Instruction; Information Technology; Writing Instruction; Elementary School Students; Grade 1; Grade 2; Reading Rate; Reading Comprehension; Miscue Analysis; Intervention; Handheld Devices; Reading Fluency; Grants; Teacher Attitudes; Parent Attitudes; Reading Tests; Student Placement; Technological Literacy; Pedagogical Content Knowledge + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Reading skill; Lesefertigkeit; Visual handicap; Sehbehinderung; Leseunterricht; Informationstechnologie; Schreibunterricht; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Reading readiness; Reading speed; Lesegeschwindigkeit; Leseverstehen; Grant; Finanzielle Beihilfe; Lehrerverhalten; Elternverhalten; Lesetest; Schülerpraktikum; Technisches Wissen; Pädagogische Kompetenz
Abstract	Introduction: "Reading Adventure Time!," formerly known as the pilot version of the "iBraille Challenge Mobile App," is an educational technology tool integrating digital literacy to support braille reading and writing instruction for students in 1st-12th grades. Designed to operate on an Apple iPad with a refreshable braille display, "Reading Adventure Time!" uses gaming strategies to motivate students to improve literacy skills such as fluency, comprehension, writing dictation, and proofreading. Methods: The application (app) was developed under a Stepping Up Technology grant (H327S120007), which was disseminated to more than 50 teachers and students. Teachers and caregivers completed a Likert-type scale of technology skills as a pre- and postmeasure. Students' reading speed, comprehension, and miscues were measured by the app. Results: Over 50 participants who used the app showed gains in reading and technology skills. Discussion: Students' reading speeds, as measured by the app, mirror the reading speeds found in prior research (e.g., the ABC Braille Study). The impact on technology skills for teachers, caregivers, and students was much greater than anticipated. Implications for practitioners: The study provides evidence supporting "Reading Adventure Time!" as a supplemental intervention that addresses several reading skills and may be used in conjunction with a total, balanced literacy program. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01