IMPLEMENTING TECHNOLOGIES IN TEACHING READING SKILLS
Article Sidebar
Main Article Content
Abstract
This article explores the importance of integrating technology into reading instruction to enhance the reading skills of young learners. Despite its potential, technology remains an underutilized resource in many reading classrooms. To address this gap, we provide guidance for teachers on incorporating digital tools and multimedia resources into their lessons, creating immersive foreign language environments, and assessing student proficiency levels. By leveraging technology in a targeted and effective way, we aim to improve reading outcomes and support the development of young readers. Our approach emphasizes personalized learning, interactive activities, and data-driven instruction, helping teachers to tailor their teaching to meet the diverse needs of their students.
Article Details
References
Allington, R. L. (1980). Teacher interruption behaviors during primary grade oral reading. Journal of Educational Paychology, 22, 371-377.
Anderson, R. C., Hiebert, E.H., Scott, J.A. and Wilkinson, I.A.G. (1985). Beccoming a nation of readers. Washington, D.C.: National Institute of Education.
Baker, L. & Brown, A. (1984). Metacognitive Skills and Reading. In P. D. Pearson, (Ed.), Handbook of reading search (pp. 353-394). New York: Longman.
Bristow, P.S. (1985). Butkowsky, I. S. & Willows, D. M. (1980). Cognitivemotivational characteristic of children varying in reading ability: Evidence for learned helplessness in poor readers.
Journal of Educational Psycology, 72, 408-422. Clay, M. (1985). IllftEarlYDatftatianQLReAding Difliggitiga, Portsmouth, NH: Heinemann. (1982). Blachman, B. A., Tangel, D. M., Ball, E W., Black, R., & McGraw, C. K. (1999). Developing phonological awareness and word recognition 30 skills: A two-year intervention with low-income, inner-city children.
Reading and Writing: An Interdisciplinary Journal, 11, 239-273. De Simone, C.,Oka, E. R., & Tischer, S. (1998). Making connections efficiently: A comparison of two approaches used by college students to construct networks. Contemporary Educational Psychology, 24.