tpck: using it to develop/improve reading skills

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Using IT to develop/improve reading skillsDr Paula Hodgson

Intended learning outcomes

• Develop skills in designing English reading tasks for blended learning through using ICTs;

• Develop a global perspective when they are connected using ICTs;

• Develop critical thinking and reflective thinking skills when discussing and debating innovative practices with technology integration for language learning and teaching.

Technical pedagogical content knowledge TPCK

Content knowledge Creative writing English grammar

Pedagogical knowledge Communicative approach Blended approach

Technological knowledge Using Web2.0, e.g. Youtube iPad

Reading

• Oral reading

• Silent reading and comprehension

Oral reading

Emphasis on mechanical matters, such as pronunciation with prosody (intonation and stress) and pace (rate and rhythm): practising how to make a speech

Oral reading

Purposes:

•Word recognition [word decoding]• Providing assistance to students with

SLD

• Being aware of patterns of words that present difficulties

•Understanding: involving thinking and feeling [comprehension]

Achievement:

Oral reading fluency

Hypothesis

Practical oral reading with assistance can improve oral reading fluency.

Oral reading fluency (1)

Round robin reading, public oral reading without rehearsal

• Issue:

• Time-consuming for individual readings

• Students may feel embarrassed by public display of their incompetence

Oral reading fluency (2)

Assisted reading• Paired reading with a more fluent

reader

• Immediate correction of errors

• Time required by the more fluent reader

• With pre-recorded massages

• Practise at student’s own time

• Repeated practice

Approaches used in assisted reading

• Book buddies BB (Invernizzi et al. 1996; Carbo 1981)

• Readers’ theatre (Worthy and Practer 2002)http://www.youtube.com/watch?v=Vu2GKqwrIGM&feature=autoplay&list=QL&index=2&playnext=1

cited in Rasinski and Hoffman (2003)

Reading comprehension activities (1)

Pre-reading activities http://www.youtube.com/watch?v=687U0o7KFgY&feature=related

Reading comprehension activities [2]

In-class activities: e.g. literacy circle (http://www.youtube.com/watch?v=F-W46ApUVDo&feature=BF&list=QL&index=4)

1. Summarizer: prepares a brief summary of “today’s reading”.

2. Investigator: digs up one piece of background information on any topic related to the book.

3. Literary luminary: locates parts of the text to read aloud to the group.

4. Vocabulary enricher: searches for a few especially important words in today’s reading.

5. Illustrator: draws some kind of picture related to the reading.

6. Discussion director: directs the discussion; helps people to talk over the big ideas in the reading and share their reactions.

7. Connector: finds connections between the book and the outside world.


In-class activities

•Write down connection in codes

• Self (pragmatic); text (semantic)

•Act out

• Illustrate sequence of events

• Analyse character traits

• Infer

• Predicthttp://www.youtube.com/watch?v=ZobdcwO_c8U&NR=1


Post-reading activitieshttp://www.youtube.com/watch?v=vYt6f8_RY0g&feature=related;

http://www.youtube.com/watch?v=JDTGSLmMiXI&feature=related (Bloom’s taxonomy)

Technology-mediated activities (1)

• In-class/post-class activities• Digital literacy circles

(video conf./forum)http://www.youtube.com/watch?v=7pFi7fJgGOA&feature=related


Post-reading activities Creating digital story and sharing it at Youtube http://www.youtube.com/watch?v=P5yi8R5l9e4&feature=related)

Technical steps: http://www.youtube.com/watch?v=2VChWeNN9pc&feature=related


Independent reading activities

http://www.renlearn.com/ar/; http://www.discoveryeducation.com/

Technical pedagogical content knowledge TPCK

Content knowledge Oral reading Reading comprehension

Pedagogical knowledge Assisted reading Literacy circle

Technological knowledge Online forum Video conferencing Windows Media Maker Youtube for digital story

References

• Blum, H.T., Lipsett, L.R. and Yocom, D.J. (2002). Literature circles. Remedial and Special Education, 23(2), 99–108.

• Cumming-Potvin, W. (2007). Scaffolding, multiliteracies, and reading circles. Canadian Journal of Education/Revue, canadienne de l'éducation, 30(2), 483–507.

• Kramarski, B. and Feldman, Y. (2000). Internet in the classroom: effects on reading comprehension, motivation and metacognitive awareness. Educational Media International, 37(3), 149–55.

• Moeller, V.J. and Moeller, M.V. (2007). Literature Circles that Engage Middle and High School Students. Larchmont, NY: Eye on Education.

• Rasinski, T.V. and Hoffman, J.V. (2003). Theory and research into practice: oral reading in the school literacy curriculum. Reading Research Quarterly, 38(4), 510–22.

• Roby, T.Y. (2010). Opus in the classroom: striking CoRDS with content-related digital storytelling. Contemporary Issues in Technology and Teacher Education, 10(1), 133–44.

Web references

Reading strategieshttp://www.youtube.com/watch?v=ZobdcwO_c8U&NR=1Pre-reading activitieshttp://www.youtube.com/watch?v=687U0o7KFgY&feature=relatedLiteracy circle http://www.youtube.com/watch?v=F-W46ApUVDo&feature=BF&list=QL&index=4Digital storytelling projecthttp://www.youtube.com/watch?v=P5yi8R5l9e4&feature=relatedMaking a digital storyhttp://www.youtube.com/watch?v=LknwS15wSx8&feature=relatedUsing Windows Media Maker to create a digital storyhttp://www.youtube.com/watch?v=2VChWeNN9pc&feature=relatedAccelerated readerhttp://www.renlearn.com/ar/