“Is That How I Really Sound?”: Using iPads for Fluency Practice

Ness, Molly

doi:10.1002/trtr.1554

Cited by 2 publications

(2 citation statements)

References 18 publications

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“…With slightly older children, Ness (2016) incorporated Ipads for repeated reading activities through a listen/record/reflect cycle based on previous research by Decker and Buggey (2014) and Robson, Blampied and Walker (2015). Ness reports that 'after video-recording themselves and watching these videos, students improved their fluency and comprehension and scored higher on measures of reader self-efficacy' (p. 612).…”

Section: Repetition Agency and Technology-mediationmentioning

confidence: 99%

Agency and technology-mediated task repetition with young learners

Pinter

2019

LTYL

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This paper offers a review of the TBLT literature for young learners with an aim to identify some gaps where future research and classroom practice could be targeted. The specific focus of this review is on procedural task repetition for children, arguing that in addition to the linguistic benefits, task repetition is associated with important gains in the affective domain. It is suggested that technology-mediated task repetition, via tablet devices, can further enhance both opportunities for learning and confidence building and enjoyment. Due to the technological affordances, the learners are firmly in charge of creating dynamic, fluid tasks through cycles of reflection and practice, polishing their performance along the way, stretching towards their ‘upper potential’. To date research within TBLT with children has not explored yet what types of tasks children enjoy working with and why and how task repetition is realised when using tablet devices to record their own performances. This paper suggests steps that can be taken in this direction both in research and classroom practice.

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Section: Repetition Agency and Technology-mediationmentioning

confidence: 99%

Agency and technology-mediated task repetition with young learners

Pinter

2019

LTYL

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“…The continued relevance of these earlier findings is supported by a current review (Duke et al, ) and a few smaller scale more recent studies (Ness, ; Sanden, ; Wolfe, ). For example, Wolfe () highlighted the importance of sensitive instruction and interjection during reading activities with a group of 6 and 7 year‐old struggling readers in an English primary class.…”

Section: Effective Practice For Teaching Readingmentioning

confidence: 54%

Becoming a teacher of early reading: charting the knowledge and practices of pre‐service and newly qualified teachers

Hendry

2019

Literacy

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Education policy in England requires student teachers to demonstrate effective teaching of early reading, including systematic synthetic phonics, in order to qualify to teach. Although there is a range of literature about initial teacher education, little is documented about how pre-service or 'student' teachers develop specific knowledge and practices for teaching early reading and how they apply these in their first term as newly qualified teachers (NQTs). This research used a primarily qualitative longitudinal, collective case study design involving seven lower primary (3-7 years) postgraduate certificate in education (PGCE) students enrolled at one university in the East Midlands of England. Semi-structured interviews, classroom observations and documentary analysis with the students and their teacher mentors were used to gather data from entry onto the course to the participants' first term as qualified teachers. A thematic analysis was applied in conjunction with deductive observation codes developed from a previous study. Findings indicate a broad continuum of progression in student and newly qualified teacher knowledge and practice for teaching early reading which could be used to inform university organisation, mentoring and school participation. They highlight the influence of school cultures on the experiences of student and pre-service teachers.

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“Is That How I Really Sound?”: Using iPads for Fluency Practice

Abstract: No matter what discipline you teach, this all-new edition will show you how to craft instruction pitched at your readers' comprehension capacities, your curriculum's themes, and your own assessments on what students need next.

Cited by 2 publications

References 18 publications

Agency and technology-mediated task repetition with young learners

Agency and technology-mediated task repetition with young learners

Becoming a teacher of early reading: charting the knowledge and practices of pre‐service and newly qualified teachers

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