Impact of iPod Touch-Supported Repeated Reading on the English Oral Reading Fluency of L2 students with Specific Learning Difficulties

Abstract

<span>In recent years the use of new technologies has been extensively explored in different aspects of language learning pedagogy. The objective of this research was to investigate the impact Repeated Reading activity, supported by iPod Touch could have on the English Oral Reading Fluency (ORF) of second language university students with Special Learning Difficulties (SpLD) at Cyprus University of Technology. As part of their university courses, students have two compulsory English courses. Due to their SpLD and low level of language competence, the eight participants enrolled in the English programme for students with SpLD. This programme is based on the phonological approach and the research done in methods dealing with dyslexia (Shaywitz et al., 2004). After being introduced to the iPod-supported Repeated Reading activity, students worked independently for 8 weeks. They listened and replicated three recorded texts performed by native speakers, using Voice Memo. Texts were based on specific phonetic rules the students had to master. Students recorded their best performance of each text reading, using DropVox. Curriculum-Based Measurement, adapted by Rasinski (2004), was used to measure students’ automaticity (speed and accuracy), and an adapted version of Zutell and Rasinksi’s (1991) Multidimensional Framework to measure prosodic features of fluency. A phonemic accuracy scale was developed and used to assess students’ performance related to specific phonemes students had difficulty with. Data analysis revealed that the independent out-of-class use of Repeated Reading, supported by iPod Touch technology helped in increasing students’ automaticity, improving their prosodic features of fluency, including that of specific phonemes.</span>

Twenty years of MALL project implementation: A meta-analysis of learning outcomes

“…Papadima-Sophocleous et al (2012) report the results of an experiment that sought to measure the impact of the iPod Touch upon L2 English oral reading skills. The six-week project involved fifteen intermediate level Cypriot university students who downloaded three texts with accompanying audio recordings that served as models of pronunciation.…”

The impact of interface on ESL reading comprehension and strategy use: A comparison of e‐books and paper texts

“…Despite what group a participant was in, the most frequent reasoning for preferring the interface he or she used was that it made support strategy use easier. This follows appropriation theory (Papadima‐Sophocleous & Charalambous, )—the participants in each group found their interface to be more familiar and thus more useful.…”

“…This study is also guided by appropriation theory (Papadima‐Sophocleous & Charalambous, ), which describes how an innovative artifact, such as an e‐book, is foreign until it is incorporated into one's life. Whether an artifact is incorporated hinges upon its proximity to other familiar items; in the case of an e‐book, this may be its physical properties and how one can manipulate the text with it.…”

A Systematic Review on the Use of Technology in Learning Disabilities

“…The results of the current study showed that most of the articles (N = 50) used software to improve the skills mentioned before. However, five of the studies used mobile applications (Corkett & Benevides, 2016;Nordness et al, 2011;Papadima-Sophocleous & Charalambous, 2014;Skiada et al, 2014;.…”

“…A total of 36 articles resulted in statistically insignificant improvement in reading, writing, and math. First of all 14 of the articles covered skills related to reading (Ciullo et al 2015;Cullen, et al, 2014;Cullen, et al, 2013;Dolan, et al, 2005;Keyes et al, 2016;Klemes et al, 2006;Papadima-Sophocleous & Charalambous, 2014;Regan et al, 2014;Scheeler et al, 2010;Silver-Pacuilla, 2006;Wade et al, 2010;White & Robertson, 2015).…”