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Impact of iPod Touch-Supported Repeated Reading on the English Oral Reading Fluency of L2 students with Specific Learning Difficulties

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Impact of iPod Touch-Supported Repeated Reading on the English Oral Reading Fluency of L2 students with Specific Learning Difficulties

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dc.contributor.author Papadima-Sophocleous, Salomi es_ES
dc.contributor.author Charalambous, Marina es_ES
dc.date.accessioned 2017-05-26T07:16:10Z
dc.date.available 2017-05-26T07:16:10Z
dc.date.issued 2014-03-20
dc.identifier.uri http://hdl.handle.net/10251/81801
dc.description.abstract [EN] In recent years the use of new technologies has been extensively explored in different aspects of language learning pedagogy. The objective of this research was to investigate the impact Repeated Reading activity, supported by iPod Touch could have on the English Oral Reading Fluency (ORF) of second language university students with Special Learning Difficulties (SpLD) at Cyprus University of Technology. As part of their university courses, students have two compulsory English courses. Due to their SpLD and low level of language competence, the eight participants enrolled in the English programme for students with SpLD. This programme is based on the phonological approach and the research done in methods dealing with dyslexia (Shaywitz et al., 2004). After being introduced to the iPod-supported Repeated Reading activity, students worked independently for 8 weeks. They listened and replicated three recorded texts performed by native speakers, using Voice Memo. Texts were based on specific phonetic rules the students had to master. Students recorded their best performance of each text reading, using DropVox. Curriculum-Based Measurement, adapted by Rasinski (2004), was used to measure students’ automaticity (speed and accuracy), and an adapted version of Zutell and Rasinksi’s (1991) Multidimensional Framework to measure prosodic features of fluency. A phonemic accuracy scale was developed and used to assess students’ performance related to specific phonemes students had difficulty with. Data analysis revealed that the independent out-of-class use of Repeated Reading, supported by iPod Touch technology helped in increasing students’ automaticity, improving their prosodic features of fluency, including that of specific phonemes. es_ES
dc.description.sponsorship The authors would like to thank Mr. Yiannis Mallouris for his valuable input in this project, as well as the students who participated in the ESAP SpLD programme and the research project. Without their help, the project would not have been possible. This research was supported by the Start Up University Grant, allocated to the project during 2010-2012.
dc.language Inglés es_ES
dc.publisher Universitat Politècnica de València
dc.relation.ispartof The EuroCALL Review
dc.rights Reconocimiento - No comercial - Sin obra derivada (by-nc-nd) es_ES
dc.subject Oral reading fluency (ORF) es_ES
dc.subject Special learning difficulties (SpLD) es_ES
dc.subject Dyslexia es_ES
dc.subject Reading deficiencies es_ES
dc.subject Phonics es_ES
dc.subject Repeated reading es_ES
dc.subject iPod Touch technologies es_ES
dc.title Impact of iPod Touch-Supported Repeated Reading on the English Oral Reading Fluency of L2 students with Specific Learning Difficulties es_ES
dc.type Artículo es_ES
dc.date.updated 2017-05-25T11:29:38Z
dc.identifier.doi 10.4995/eurocall.2014.3639
dc.rights.accessRights Abierto es_ES
dc.description.bibliographicCitation Papadima-Sophocleous, S.; Charalambous, M. (2014). Impact of iPod Touch-Supported Repeated Reading on the English Oral Reading Fluency of L2 students with Specific Learning Difficulties. The EuroCALL Review. 22(1):47-58. doi:10.4995/eurocall.2014.3639. es_ES
dc.relation.publisherversion https://doi.org/10.4995/eurocall.2014.3639 es_ES
dc.description.upvformatpinicio 47 es_ES
dc.description.upvformatpfin 58 es_ES
dc.description.volume 22
dc.description.issue 1
dc.identifier.eissn 1695-2618


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