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The Impact of a Digitally-Augmented Reading Instruction on Reading Motivation and Comprehension of Third Graders

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Design, Learning, and Innovation (DLI 2020)

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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.

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Acknowledgements

We would like to thank the teachers and all the children that willingly work with us in this project. Pedro Ribeiro has been financed by the Rhine-Waal University of Applied Science, with a PhD grant.

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Authors and Affiliations

  1. Rhine-Waal University of Applied Sciences, Kamp-Lintfort, Germany

    Pedro Ribeiro, Anna Michel, Ido Iurgel, Christian Ressel & Katharina Wennemaring

  2. University of Minho, Braga, Portugal

    Cristina Sylla

  3. University of Education Weingarten, Weingarten, Germany

    Wolfgang Müller

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  1. Pedro Ribeiro
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  2. Anna Michel
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  3. Cristina Sylla
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  4. Ido Iurgel
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  6. Christian Ressel
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  7. Katharina Wennemaring
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Correspondence to Pedro Ribeiro .

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Editors and Affiliations

  1. Aalborg University, Aalborg, Denmark

    Eva Irene Brooks

  2. Aalborg University, Aalborg, Denmark

    Anthony Brooks

  3. University of Minho, Braga, Portugal

    Cristina Sylla

  4. Aalborg University, Aalborg, Denmark

    Anders Kalsgaard Møller

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Ribeiro, P. et al. (2021). The Impact of a Digitally-Augmented Reading Instruction on Reading Motivation and Comprehension of Third Graders. In: Brooks, E.I., Brooks, A., Sylla, C., Møller, A.K. (eds) Design, Learning, and Innovation. DLI 2020. Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, vol 366. Springer, Cham. https://doi.org/10.1007/978-3-030-78448-5_1

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  • DOI: https://doi.org/10.1007/978-3-030-78448-5_1

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