Effectiveness of Digital Tools to Support Pupils' Reading in Secondary School: A Systematised Review

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Mobile and Blended Learning Pub Date : 2021-04-01 DOI:10.4018/IJMBL.2021040101

Danlei Chen, G. Macleod

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引用次数: 1

Abstract

Engagement with reading falls around the age of 11 or 12, and there is widespread concern with levels of literacy amongst adolescents. Most research examines how digital tools facilitate preschoolers' reading or reading motivation outside school. Less research is conducted in the school context, particularly with older pupils. This article reports a systematised review to investigate the effectiveness of digital tools for supporting reading in secondary schools. Two thousand three hundred ninety-six articles were screened with 10 selected for review. The empirical evidence is examined, definitions of effectiveness, and facilitators and barriers are identified. Findings show the evidence base is varied, but robust; digital tools are effective in motivating adolescents' reading interest, and improving their reading skills and test scores; teachers are key facilitators in the process. Findings are in line with research with younger age-groups suggesting the transferability of research across a wide age-range. Implications for practice and suggestions for developing research in this area are identified.

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数字工具支持中学生阅读的有效性:系统回顾

人们在11岁或12岁左右开始阅读，人们普遍关注青少年的识字水平。大多数研究考察了数字工具如何促进学龄前儿童的阅读或校外阅读动机。在学校环境中进行的研究较少，特别是对年龄较大的学生。本文报告了一项系统的审查，以调查支持中学阅读的数字工具的有效性。共筛选了2396篇文章，其中10篇入选。研究了经验证据，确定了有效性的定义，并确定了促进因素和障碍。研究结果表明，证据基础多种多样，但很有力;数字工具能有效激发青少年的阅读兴趣，提高他们的阅读技能和考试成绩;在这个过程中，教师是关键的推动者。研究结果与对年轻年龄组的研究一致，表明研究在广泛的年龄范围内具有可转移性。确定了在这一领域开展研究的实践意义和建议。

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来源期刊

International Journal of Mobile and Blended Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.30

自引率

7.10%

发文量

期刊介绍： The primary mission of the International Journal of Mobile and Blended Learning (IJMBL) is to provide insight and understanding into the role of innovative learning theory and practice in an increasingly mobile and pervasive technological environment. As technology enables a more seamless experience of device-supported learning worlds that may integrate mobile, embedded, augmented, and immersive technologies, researchers, professionals, and academicians may expect to see increasing interest and activity in blended approaches to learning. IJMBL brings together experts at the forefront of this field, in both technology and pedagogical practice, and assists them in the development and dissemination of new approaches to both mobile and blended learning.