Embedding Information and Communication Technology in Reading Skills Instruction: Do Slow Learners Special needs Ready for it?
Journal Title: International Journal of Academic Research in Progressive Education and Development - Year 2018, Vol 7, Issue 3
Abstract
Current literature suggests a lack of empirically validated tecqnique in teaching reading skills especially among slow learners. The current study implemented a single subject design to investigate the effect of direct instruction in single-word reading on the performance of students with special needs who use augmented reality materials. Findings revealed that after using the LitAR module during the treatment sessions, the scores increased for the slow learners (95.0) and this shows that slow learners are prominent to the treatment after undergoing the treatment session using the LitAR module. Results provide evidence of augmented reality application for slow learner students is an effective solution to improve reading skills performance.
Authors and Affiliations
Noor Aini Ahmad
Keywords
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- EP ID EP559421
- DOI 10.6007/IJARPED/v7-i3/4576
- Views 117
- Downloads 0
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