In primary school, most children develop
deep-comprehension skills in reading but not all children improve their
learning competencies in the same time and way. Some children show to choose a
silent reading but the traditional psychological / pedagogical approach does
not allow an increase in their growth potential.
The purpose of this study was to test
technological support in the process of developing reading ability in
childhood. We investigate the efficacy of silent reading with an interactive
technology system based on 2 variables: (a) the absence of constant adult
supervision / intervention, and (b) child-tech interaction to promote improved
reading comprehension. The results show the efficacy and positive influence of
technology in the learning process: in quiet reading, the child may be more
stimulated to learn and understand information by using interactive technology.
Adaptive learning technology can be considered a powerful ally in the
educational environment to encourage greater cognitive improvement in
childhood.
Annisa Masnasuri Kesai
16611069
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