Scaffolding Students’ Independent Decoding of Unfamiliar Text with a Prototype of an eBook-feature

Gissel, Stig Toke

doi:10.28945/2317

Cited by 19 publications

(10 citation statements)

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“…In Gissel (2015) a didactic, digital learning material for scaffolding 2nd graders' decoding and reading comprehension was formatively evaluated and redesigned in a design based research study. The author used screen recordings to observe whether students used the learning material as intended, that is, in accordance with a theory based intended learning trajectory, and what redesigns could lead to more optimal patterns of use.…”

Section: Theme 2: Use As Outcomementioning

confidence: 99%

“…In Gissel (2015) an iterative design process was carried out to optimize a prototype of learning material for reading instruction in 2nd grade through screen recordings of student interaction with the learning material. The learning material was redesigned in an attempt to make different students use the learning material as intended.…”

Section: Theme 4: the Study Of Use Has Implications For Design Of Learning Materialsmentioning

confidence: 99%

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A systematic review of research on how students and teachers use didactic learning materials in L1

Gissel

Buch²

2020

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This article presents the results of a systematic review of research on how students and teachers in primary and lower secondary school use didactic learning materials in L1. Didactic learning materials are learning resources made for purposes of teaching and learning. We include both digital and analogue learning resources and methodically diverse research published 2008-2018. The aims of the review is mapping 1) how much research there is in this field, 2) which aspects of use are investigated, 3) what the research can tell us about the use of didactic learning materials, and 4) how the research was conducted methodically. We synthesize the included studies in six themes that describe strands of research interests. Finally, we will propose a research agenda for moving the field of research in the use of didactic learning materials forward.

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Section: Theme 2: Use As Outcomementioning

confidence: 99%

Section: Theme 4: the Study Of Use Has Implications For Design Of Learning Materialsmentioning

confidence: 99%

A systematic review of research on how students and teachers use didactic learning materials in L1

Gissel

Buch²

2020

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“…Having obtained permission from the publisher, I have converted three course book texts from A Piece of Cake 7 to three Bookbuilder e-books. In terms of the UDL-CALL cross-pollinated design, I offer agency and action affordances by scaffolds not only in terms of scaffolding primary literacy agency as in Gissel's studies (Gissel, 2014(Gissel, , 2015 but to scaffold literacy and agency concerning foreign language comprehension.…”

Section: Affordance Theory and Ecological Perspectivesmentioning

confidence: 99%

New Multimodal Designs for Foreign Language Learning

Kasch

2018

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Semiotic multimodality theory speaks of new learning affordances in media ecologies, which is both theoretically and empirically echoed in UDL and in CALL literature, but owing to their neuro-didactic respectively technology-driven standpoints both approaches lack theoretical underpinnings for ecology and semiotic multimodality. Enhanced with multimodality theory and ecological perspectives UDL and CALL can crossbreed, forming a multimodally and ecologically aware inclusive design for language learning. This study from an ongoing project investigates the hypothesis from a theoretical and an empirical perspective, examining digital scaffolds. Multimodal-semiotic and ecological perspectives are used to analyse affordances and ecologies in CALL and UDL learning designs. From this analysis, a principled UDL-CALL learning design is constructed. For empirical testing, a mixed-methods research design is proposed, presenting preliminary results indicative of the design’s viability.

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“…This study reports the results of an effectiveness trial that tested the effects of using a digital tool designed and developed to handle the reading instruction dilemma (Gissel, 2015). The tool supports second‐grade students in comprehending unfamiliar text independently, embeds code‐focused training to create or strengthen orthographic patterns and connections between spellings and pronunciations and counters student overuse of text‐to‐speech support to focus student attention on processing the orthographic representation of words.…”

Section: Introductionmentioning

confidence: 99%

“…To examine if a digital learning tool can develop comprehension and word identification skills by supporting a balance between decoding and comprehension focused instruction, the first author developed a digital learning tool (Gissel, 2015). By digitally supporting students in reading unfamiliar text for meaning while focusing their attention on orthographic processing and providing mappings to phonology and exposure to relevant orthographic patterns, the design aimed to balance students' use of the orthographic, phonological, semantic and context processes.…”

Section: Introductionmentioning

confidence: 99%

A cluster‐randomized trial measuring the effects of a digital learning tool supporting decoding and reading for meaning in grade 2

Gissel

Andersen

2020

Computer Assisted Learning

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A large‐scale, cluster‐randomized controlled field trial (Nclassrooms = 47; Nstudents = 1,013) assessed the impact of a digital text‐to‐speech reading material that supported 8‐year‐olds’ decoding and reading comprehension. An active control group used the most prevalent Danish learning material with a research‐based systematic, explicit phonics approach supporting primarily decoding. The digital tool allows children to read unfamiliar text for meaning. Students are supported in mapping between orthography and phonology by three levels of text‐to‐speech support and in identifying spelling patterns. The risk of students overusing text‐to‐speech was countered by postponing access to having words read aloud by directing students towards identifying and training relevant orthographic patterns before activating text‐to‐speech. Results showed no statistically significant difference in decoding, but treatment improved reading comprehension. The study demonstrates how digital tools can facilitate strengthening students' decoding skills as efficiently as a traditional phonics‐based programme while students are reading text of relatively high orthographic complexity for meaning.

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Scaffolding Students’ Independent Decoding of Unfamiliar Text with a Prototype of an eBook-feature

Cited by 19 publications

References 50 publications

A systematic review of research on how students and teachers use didactic learning materials in L1

A systematic review of research on how students and teachers use didactic learning materials in L1

New Multimodal Designs for Foreign Language Learning

A cluster‐randomized trial measuring the effects of a digital learning tool supporting decoding and reading for meaning in grade 2

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