Ruby May T, Ocon
Department of Education, Schools Division of Las Pińas City, Pilar Village Elementary School
DOI : https://doi.org/10.47191/ijmra/v7-i09-49Google Scholar Download Pdf
ABSTRACT:
In today’s digital world, reading skills are critical for learners, and the use of technology in education has become an important tool to enhance these skills. This study aimed to determine the effectiveness of Assistive Technology Application Tools (ATAT) in improving the reading skills of Grade 2 learners at Pilar Village Elementary School during the School Year 20222023. The study employed a total enumeration sampling method, with 67 participants, and used the Phil-IRI tools as pre-test and post-test measures. Data were analyzed using mean and standard deviation to assess reading skill levels, while a paired ttest was used to evaluate the significant differences before and after the intervention. The findings revealed a substantial improvement in reading skills, with a mean difference of 17.83 in the post-test scores after the ATAT intervention. This indicates that the technology-assisted reading programs significantly enhanced both recognition and comprehension skills. These findings imply that the application of assistive technology has the potential not only to address immediate literacy challenges but also to foster long-term learning engagement. Moreover, this approach can bridge learning gaps by providing equitable access to interactive and tailored reading instruction, potentially levelling the playing field for learners with different abilities and learning paces. The results suggest that the early integration of technology in basic education could have broader implications for improving academic outcomes across other subjects as well. In conclusion, the use of interactive tools like ATAT positively influenced the reading abilities of the learners. The study demonstrates that integrating digital technologies into early-grade reading programs can be an effective approach to developing literacy skills in young students.
KEYWORDS:assistive technology, reading literacy, technology tools
REFERENCES1) American English for Educators. (2020). Reading Skills: Speed Words: Vocabulary Game. Retrieved from
https://www.facebook.com/AmericanEngli...http://www.facebook.com/AmericanEngli.
http://americanenglish.state.go v. http://openenglishprograms.org
2) Asher, S. R. (2017). Topic Interest and Children’s Reading Comprehension. In R. J. Spiro, B. C. Bruce, & W. F. Brewer (Eds.), Theoretical Issues in Reading Comprehension (p. 10). London: Routledge.
3) Bhatt, P. (2021). Types of Assistive Technology for Reading Difficulties. Retrieved from a. https://numberdyslexia.com/assistive-technologies-for-reading/
4) Block, C. & Israel, S. (2005). Reading First and Beyond: The Complete Guide for Teachers and Literacy Coaches. Thousand Oaks, CA: Corwin Press.
5) Bohlman, C. A., & Pretorius, E. J. (2002). Reading Skills and Mathematics. South African Journal of Higher Education, 16(3), 196-205.
6) Dedo, F. S., & Hashim, H. (2019). Interactive ICT Language Games in Encouraging Active Learning among the Suburban ESL Learners. International Journal of Academic Research in Business and Social Sciences, 9(12), 640–650. https://doi.org/10.6007/IJARBSS/v9-i12/6764
7) Duke, N. K., & Pearson, P. D. (2005). Effective Practices for Developing Reading Comprehension. Retrieved from http://www.ctap4.org/infolit/trainers/comprehe_strategies.pdf
8) Garforth, J. (2020). The 5 Components of Reading Explained. 3P Learning. Retrieved from a. https://www.3plearning.com/blog/reading-proficiency-with-5-essential-components-of-literacy/
9) Givens, L. (2020). The Essential Components of Reading. Reading Science. Retrieved from a. https://www.garfortheducation.com/components-of-reading/
10) Higgins, E., & Raskind, M. (2000). Speaking to Read: The Effects of Continuous vs Discrete Speech Recognition Systems on the Reading and Spelling of Children with Learning Disabilities. Journal of Special Education Technology, 15(1), Winter. Available at: jset.unlv.edu/15.1/higgens/first.html/
11) Lee, M. I. A. (2021). Assistive Technology for Reading: At a Glance. Retrieved from
12) https://www.understood.org/en/articles/assistive-technology-for-reading
13) Lynch, L., Fawcett, A. J., & Nicolson, R. I. (2000). Computer-Assisted Reading Intervention in a Secondary School: An Evaluation Study. British Journal of Educational Technology, 31(4), 333–348.
14) National Reading Panel. (2000). Comprehension III Teacher Preparation and Comprehension Strategies Instruction (Chap. 4). Retrieved from http://www.nichd.nih.gov/publications/nrplch4-111.pdf
15) Sarah, H. M. (2017). The Implementation of Interactive Read Aloud in Teaching English to EFL Young Learners. Journal of English and Education, 5(2), 112-119. Indonesia: Indonesia University of Education.
16) Serafini, F. (2014). Lessons in Comprehension: Explicit Instruction in the Reading Workshop. Portsmouth, NH: Heinemann.
17) Stanberry, K., & Raskind, M. H. (2006). Assistive Technology for Kids with Learning Disabilities – An Overview. Essential Guide. Available at: http://www.schwablearning.org
18) Sopris, V. (2022). Teaching English: The Five Essential Components of Reading. Voyager Sopris Learning Blog Series. Retrieved from https://www.voyagersopris.com/vsl/blog/five-essential-components-of-reading
19) Sutarti, T. (2017). Efforts to Increase Students' Reading Interest on Educational Reference through Classical Guidance and Counseling Experiential Learning Model. Journal of Education, Teaching and Learning, 2(1), 118-123. Indonesia: STKIP PGRI-Pacitan. p-ISSN: 2477-5924, eISSN: 2477-4878
20) Texas A&M International University (TAMIU). (2021). Top Assistive Technology Tools for Teaching Reading Comprehension. Retrieved from a. https://online.tamiu.edu/articles/education/assistive-technology-for-teachingreading.aspx
21) Wang, L., & Li, J. (2019). Development of an Innovative Dual-Coded Multimedia Application to Improve Reading Comprehension of Students with Imagery Deficit. Journal of Educational Computing Research, 57(1), 170–200.
Volume 07 Issue 09 September 2024
There is an Open Access article, distributed under the term of the Creative Commons Attribution – Non Commercial 4.0 International (CC BY-NC 4.0) (https://creativecommons.org/licenses/by-nc/4.0/), which permits remixing, adapting and building upon the work for non-commercial use, provided the original work is properly cited.
Our Services and Policies
Authors should prepare their manuscripts according to the instructions given in the authors' guidelines. Manuscripts which do not conform to the format and style of the Journal may be returned to the authors for revision or rejected.
The Journal reserves the right to make any further formal changes and language corrections necessary in a manuscript accepted for publication so that it conforms to the formatting requirements of the Journal.
International Journal of Multidisciplinary Research and Analysis will publish 12 monthly online issues per year,IJMRA publishes articles as soon as the final copy-edited version is approved. IJMRA publishes articles and review papers of all subjects area.
Open access is a mechanism by which research outputs are distributed online, Hybrid open access journals, contain a mixture of open access articles and closed access articles.
International Journal of Multidisciplinary Research and Analysis initiate a call for research paper for Volume 07 Issue 12 (December 2024).
PUBLICATION DATES:
1) Last Date of Submission : 26 December 2024 .
2) Article published within a week.
3) Submit Article : editor@ijmra.in or Online
Why with us
1 : IJMRA only accepts original and high quality research and technical papers.
2 : Paper will publish immediately in current issue after registration.
3 : Authors can download their full papers at any time with digital certificate.
The Editors reserve the right to reject papers without sending them out for review.
Authors should prepare their manuscripts according to the instructions given in the authors' guidelines. Manuscripts which do not conform to the format and style of the Journal may be returned to the authors for revision or rejected. The Journal reserves the right to make any further formal changes and language corrections necessary in a manuscript accepted for publication so that it conforms to the formatting requirements of the Journal.