Research Article
The Impact of a Digitally-Augmented Reading Instruction on Reading Motivation and Comprehension of Third Graders
@INPROCEEDINGS{10.1007/978-3-030-78448-5_1, author={Pedro Ribeiro and Anna Michel and Cristina Sylla and Ido Iurgel and Wolfgang M\'{y}ller and Christian Ressel and Katharina Wennemaring}, title={The Impact of a Digitally-Augmented Reading Instruction on Reading Motivation and Comprehension of Third Graders}, proceedings={Design, Learning, and Innovation. 5th EAI International Conference, DLI 2020, Virtual Event, December 10-11, 2020, Proceedings}, proceedings_a={DLI}, year={2021}, month={6}, keywords={Augmented reading Design-based research Reader’s theatre Digital media Children Technology-based reading instruction}, doi={10.1007/978-3-030-78448-5_1} }- Pedro Ribeiro
Anna Michel
Cristina Sylla
Ido Iurgel
Wolfgang Müller
Christian Ressel
Katharina Wennemaring
Year: 2021
The Impact of a Digitally-Augmented Reading Instruction on Reading Motivation and Comprehension of Third Graders
DLI
Springer
DOI: 10.1007/978-3-030-78448-5_1
Abstract
A technical and conceptual framework is currently under development to augment the activity of reading at schools with digital media such as images, sounds and light effects. The technical framework is STREEN (Story Reading Environmental Enrichment). In this paper, we present IRIS, the pedagogical conceptual framework that describes how to employ STREEN in the classroom. We assume that STREEN/IRIS can motivate and foster reading comprehension of primary school students. We also describe an eight-weeks’ study carried out with third-grade students using IRIS. This study follows a quasi-experimental pre-post design that took place at a German primary school with 56 students from three different third-grade classes to compare results between an IRIS instruction and two conventional reading instructions. The findings show that students in the experimental group improved in word and sentence comprehension and lowered their task error rate. Furthermore, their intrinsic reading motivation increased while extrinsic reading motivation decreased significantly.
