E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in New Orleans, LA, USA ISBN 978-1-939797-12-4 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
Availability of technology in K-12 classrooms continues to grow. With the onset of these technological advances, a dual lens for analysis of its effectiveness requires consideration. This lens allows for a closer view of links to student achievement and teacher preparation in the area of appropriate and adequate implementation. This study explores the use of the Voice Thread tool to support reading development in elementary classrooms. Specifically, the work highlights the benefits of interactive use of the Voice Thread tool to improve reading fluency in conjunction with the widely supported practices of Repeated Reading and Readers Theater.
Chen, X. & Parenti, M. (2014). Enhancing Teaching Practice and Reading Fluency with a Web 2.0 Participatory Tool in Elementary Classrooms. In T. Bastiaens (Ed.), Proceedings of World Conference on E-Learning (pp. 377-383). New Orleans, LA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 25, 2019 from https://www.learntechlib.org/primary/p/148853/.
© 2014 Association for the Advancement of Computing in Education (AACE)
- Albion, P.R. (2008). Web 2.0 in teacher education: Two imperatives for action. Computers in the Schools, 25(3-4), 181-198.
- Allington, R.L. (2006). Fluency: Still Waiting After All These Years. In Samuels, S.J. & Farstrup, A.E. (Eds.) What Research Has to Say About Fluency Instruction (pp. 94-105).
- Chard, D.J., Vaughn, S. & Tyler, B.J. (2002). A Synthesis of Research on Effective Interventions for Building Reading Fluency with Elementary Students with Learning Disabilities. Journal of Learning Disabilities, 35(5), pp. 386-406.
- Chen, X., & Choi, J.H. (2010). Designing online collaborative location-aware platform for history learning. Journal of Educational Technology Development and Exchange, 3(1), 13-26.
- Chen, X., Choi, J.H., & Yu, J.H. (2012). Applying social network analysis and social capital in personal learning environments of informal learning. Virtual Professional Development and Informal Learning via Social Network, IGI Global, 75-92.
- Chen, X. & Newby, T. (2013). Cross-Cultural Wiki Collaboration in Teacher Education. In H. Yang, & S. Wang (Eds.) Cases on E-Learning Management: Development and Implementation (pp. 426-446).
- Ertmer, P.A., & Ottenbreit-Leftwich, A. (2013). Removing obstacles to the pedagogical changes required by Jonassen's vision of authentic technology-enabled learning. Computers& Education, 64, 175182.
- Fisher, D., & Frey, N. (2014). Speaking and Listening in Content Area Learning. The Reading Teacher, 68(1), 64-69. Doi: 10.1002/trtr.1296
- Engerstorm, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki: Orienta-Kousultit Oy.
- Greeno, J. (1989). The situativity of knowing, learning, and research. American Psychologist, 53, 5-26.
- Hew, K.F., & Cheung, W.S. (2013). Use of Web 2.0 technologies in K-12 and higher education: The search for evidence-based practice. Educational Research Review, 9, 47-64.
- Hicks, C. (2009). A Lesson on Reading Fluency Learned from the Tortoise and the Hare. The Reading Teacher, 63(4), pp. 319-323.
- Hudson, R.F., Lane, H.B., & Pullen, P.C. (2005). Reading fluency assessment and instruction: What, why, and how? The Reading Teacher, 58(8), pp. 702-713.
- Keehn, S., Harmon, J., & Shoho, A. (2008). A Study of Readers Theater in Eighth Grade: Issues of Fluency, Comprehension and Vocabulary. Reading& Writing Quarterly, 24, pp. 334365.
- Kidd, J. (2013, March). Evaluating VoiceThread for online content delivery and student interaction: Effects on classroom community. In Society for Information Technology& Teacher Education International Conference (Vol. 2013, No. 1, pp. 2158-2162).
- Lintner, T. (2013). Digital resources in the social studies classroom for students with learning disabilities. Digital Social Studies, 61.
- McLaughlin, M., & Overturf, B. (2012). The Common Core: Insights into the K-5 Standards. The Reading Teacher, 66 (2), 153-164.
- McLaughlin, M., Glaab, L., & Carrasco, I.H. (2014). Implementing Common Core State Standards in California: A report from the field. Retrieved from http://www.edpolicyinca.org/sites/default/files/PACE%20CCSS%20McLaughlin.pdf Mishra, P. & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. The Teachers College Record, 108 (6), 1017-1054.
- Nathan, R.G. & Stanovich, K.E. (1991). The Causes and Consequences of Differences in Reading Fluency. Theory Into Practice, 30(3), pp. 176-183.
- Ibrahim, M., & Watts, A. (2014, March). Examining the Effect of Using Voicethread and Educreations on Preservice Teachers’ Self Efficacy and Learning Outcome in Online Course. In Society for Information Technology& Teacher Education International Conference (Vol. 2014, No. 1, pp. 554-560).
- Oliver, K., Kellogg, S., Townsend, L., & Brady, K. (2010). Needs of elementary and middle school teachers developing online courses for a virtual school. Distance Education, 31(1), 55-75.
- Rasinski, T.V. (2003). The Fluent Reader: Oral reading strategies for building word recognition, fluency and comprehension. New York: Scholastic.
- Samuels, S.J. (1997). The Method of Repeated Readings. The Reading Teacher, 50(5), pp. 376-381.
- Samuels, S.J. (1994). Toward a Theory of Automatic Information Processing in Reading, Revisited. In Rudell, R.B., Ruddell, M.R. & Singer, H. (Eds.) Theoretical Models and Processes of Reading (pp. 1127-1148). Newark, DE: International
- Pickering, J.V. (1975). Readers Theatre. Encino, CA: Dickenson.
- Yoo, S.J., & Han, S.H. (2013). The Effect of the Attitude Towards E-learning: The Employees’ Intention to use E-learning in the Workplace. International Journal on E-Learning, 12(4), 425-438.
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact email@example.com.