By Minna Nygren (UCL) What if I asked you to choose the right ending for the following sentence…: … and the options to choose from were: -which option would you choose? Yes, you did read right! And no, it’s not a typo. The list of options written here are deliberately chosen non-words – a way … Continue reading Researching Morphological Awareness: How Children Attend to Shapes of Words
by Andrea Gauthier Learning to read is challenging, even for witches and wizards. And it’s even more challenging when those witches and wizards can’t attend Hogwarts in person and must learn to read in an online, home-schooling context with limited interaction with their teachers. (For the purposes of this blog, let’s ignore the fact children … Continue reading “You’re a
wizard reader, Harry.” Designing a Tableau Dashboard for teachers to track children’s reading progress in Navigo.
After 4.5 years of hard work, memorable moments and exciting discoveries the iRead project will shortly be coming to an end on 30 June. In advance of our final newsletter we wanted to share with you the details of an upcoming special online event hosted by the UCL team and Learnus which will reflect on … Continue reading End of Project Special Event: Children’s learning in digital games – The theory and the practice
Roger Gilabert Guerrero and Judit Serra Technology has been increasingly used for educational purposes. Nowadays, schools are equipped with diverse technological devices, such as computers, tablets, digital panels, educative robots… Teachers find themselves struggling to incorporate them in their lessons and seek to take advantage of the alleged technological perks: motivating students, personalisation and learning … Continue reading Can iRead’s algorithm help learners to read better than the teacher?
Theophano Christou Homeschooling has just finished, and students went back to school. Students in most schools used the apps at home, and they were pleased about it! We helped them by talking on the phone with them, their parents, or teachers. Researchers provided help to teachers by assigning games! Use of iRead at home Going … Continue reading News from Greece: Playing Navigo at school again, and the importance of dissemination
Last week we sat down with Mark Breuker from EDIA, who is a specialist in language technologies for education. Mark's work has been an integral part of the iRead project - he has collaborated with the project through developing models with which to classify texts based on their difficulty. Thanks for speaking with us today, … Continue reading Collaboration Between the European Language Grid and iRead
Leona Bunting, University of Gothenburg As spring term started here in Sweden, we needed to recruit some new schools for the evaluation. Most of the schools we had begun the evaluation with had already had the iRead apps for a year and were ready to return the tablets. But how to go about the recruiting … Continue reading Using social media to recruit schools
Supporting Learning at Home and in School In this term's newsletter we share how our team have all been finding different ways to continue our pilot studies despite the on-going disruptions in schools across Europe. We describe some exciting new developments in how our partner teachers will be able to interact with the Navigo game data. We also … Continue reading iRead Project News – Issue 12
Minna Orvokki Nygren A well-known supportive strategy with struggling readers is to highlight specific phonemes (parts of a word) within a text by colour-coding them. Specialist teachers do this all the time: using a coloured pencil they may circle tricky vowel combinations on a piece of paper. Coloured letters can help in developing accuracy and fluency, foundational skills in reading. An accurate and fluent reader is someone who can read a text without the need to stop creating a “bridge” between the words and comprehension. However, the effectiveness of … Continue reading Why Studying Children’s Responses to Colour-Coded Letters on E-Readers Really Matters?