Literature

Reading Fluency and (Multilingual) Readers’ Theatre

Adams, M. J. (2006). The Promise of Automatic Speech Recognition for Fostering Literacy Growth in Children and Adults. In: M. C. McKenna, L. D. Labbo, R. D. Kieffer, (ed.). International Handbook of Literacy and Technology. Hillsdale, NJ: Lawrence Erlbaum Associates, pp. 109–128.

Beacco, J.-C. and Byram, M. (2007). From Linguistic Diversity to Plurilingual Education: Guide for the Development of Language Education Policies in Europe. Main Version. Strasbourg: Council of Europe.

Begeny, J., Krouse, H., Ross, S. and Mitchell, R. (2009). Increasing Elementary-aged Students’ Reading Fluency with Small-group Interventions: A Comparison of Repeated Reading, Listening Passage Preview, and Listening Only Strategies. Journal of Behavioral Education, 18(3), pp. 211-228.

Ford, K. (2019). ELLs and Reading Fluency in English. Reading Instruction in Grades 1-3, Literacy Instruction.  Available at: https://www.colorincolorado.org/article/ells-and-reading-fluency-english.

Fuchs, L. S., Fuchs, D., Hosp, M. D., and Jenkins, J. (2001). Oral Reading Fluency as an Indicator of Reading Competence: A Theoretical, Empirical, and Historical Analysis. Scientific Studies of Reading, 5, pp. 239–259.

Fukkink, R. G., Hulstijn, J. and Simis, A. (2005). Does Training in Second-Language Word Recognition Skills Affect Reading Comprehension? An Experimental Study, Modern Language Journal, 89(1), pp. 54-75.

Gorsuch, G. and Taguchi, E. (2010). Developing Reading Fluency and Comprehension Using Repeated Reading: Evidence from Longitudinal Student Reports, Language Teaching Research, 14(1), pp. 27–59.

Grabe, W. (2009). Reading in a Second Language. Moving from Theory to Practice. New York: Cambridge University Press.

Hammed, H. T. (2008). A Comparison of L1 and L2 Reading: Cultural Differences and Schema. Diala Jour, 28, pp. 1-14.

Klauda, S. and Guthrie, J. (2008). Relationships of Three Components of Reading Fluency to Reading Comprehension. Journal of Educational Psychology, 100, pp. 310-321.

Kutzelmann, S., Massler, U. and Peter, K. (2016). The Central Teaching and Learning Processes of Multilingual Readers’ Theatre: a Guideline for the Classroom. Weingarten: Pädagogische Hochschule Weingarten.

Kutzelmann, S., Massler, U., Klaus, P., Götz, K., and Ilg, A. (Hrsg.) (2017). Mehrsprachiges Lesetheater. Handbuch zu Theorie und Praxis. Leverkusen/Opladen: Budrich.

Kutzelmann, S. and Massler, U. (2018). Mehrsprachige Leseförderung: Grundlagen und Konzepte. Tübingen: Narr Verlag.

Martinez, M., Roser, N. L. and Strecker, S. (1998/1999). “I Never Thought I Could Be a Star”: A Readers’ Theatre Ticket to Fluency. The Reading Teacher, 52(4), pp. 326–334.

Mraz, M., Nichols, W., Caldwell, S., Beisley, R., Sargent, S. and Rupley, W. (2013). Improving Oral Reading Fluency Through Readers Theatre. Reading Horizons 52(2), pp. 13-180.

Muzammil, L. and Andy, A. (2018) Developing EFL Learners’ Accuracy, Fluency, and Comprehension Using Repeated Reading. In: Proceedings of the Annual Conference on Social Sciences and Humanities (ANCOSH 2018), Revitalization of Local Wisdom in Global and Competitive Era, pp. 515-521.

National Reading Panel (2000). Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and its Implications for Reading Instruction. Washington, DC: Available at: http://files.eric.ed.gov/fulltext/ED444126.pdf.

Pasquarella, A., Chen, X., Gottardo, A. and Geva, E. (2015). Cross-Language Transfer of Word Reading Accuracy and Word Reading Fluency in Spanish-English and Chinese-English Bilinguals: Script-Universal and Script-Specific Processes. Journal of Educational Psychology, 107(1), pp. 96–110.

Perfetti, C. and Adlof, S. (2012). Reading Comprehension: A Conceptual Framework for Word Meaning to Text Meaning. In: J. Sabatini, E. Albro and T. O’Reilly (Eds.). Measuring Up: Advances in how to Assess Reading Abilities. Lanham, MD; Rowman & Littlefield Education, pp. 3-20.

Samuels, S. J., Schermer, N. and Reinking, D. (1992). Reading Fluency: Techniques for Making Decoding Automatic. In: S. J. Samuels and A. E. Farstrup (Eds.). What Research has to say About Reading Instruction. Newark, DE: International Reading Association, pp. 124-144.

Samuels, S. (2006). Toward a Model of Reading Fluency. In: S. J. Samuels and A. E. Farstrup (Eds.), What research has to say about fluency instruction. Newark, DE: International Reading Association, pp. 24-46.

Taguchi, E., Melhem, L. and Kawaguchi, T. (2016). Assisted Reading: A Flexible Approach to L2 Reading Fluency Building. The Reading Matrix, 16(1), pp. 106-118.

Vasinda, S. and McLeod, J. (2011). Extending Readers Theatre: A Powerful and Purposeful Match With Podcasting. The Reading Teacher, 64(7), pp. 486–497.

Zhang, J., McBride-Chang, C., Tong, X., Wong, A., Shu, H. and Fong, C. (2012). Reading with Meaning: The Contributions of Meaning-Related Variables at the Word and Subword Levels to Early Chinese Reading Comprehension, Reading and Writing, 25, pp. 2183–2203.

 

Technology-based Reading Fluency Training

Jamshidifarsani, H., Garbaya, S., Lim, T., Blazevic, P., Ritchie, J. M. (2019). Technology-Based Reading Intervention Programs for Elementary Grades: An Analytical Review. Computers & Education, 128(1), pp. 427–451. Available at: https://doi.org/10.1016/j.compedu.2018.10.003.

Klebanov, B. B., Loukina, A., Lockwood, J., Liceralde, V. R. T., Sabatini, J., Madnani, N., Gyawali, B., Wang, Z. and Lentini, J. (2020). Detecting Learning in Noisy Data: The Case of Oral Reading Fluency. In: Proceedings of the 10th International Conference on Learning Analytics and Knowledge (LAK ’20), 23–27 March 2020 Frankfurt, Germany, pp 490-495. Available at: https://doi.org/10.1145/3375462.3375490.

Nagler, T., Korinth, S.P., Linkersdörfer, J., Lonnemann, J., Rump, B., Hasselhorn, M. and Lindberg, S. (2015). Text-Fading Based Training Leads to Transfer Effects on Children's Sentence Reading Fluency. Frontiers in Psychology, 6, pp. 1–8. Available at: https://doi.org/10.3389/fpsyg.2015.00119.

Ronimus, M., Eklund, K., Pesu, L. and Lyytinen, H. (2019). Supporting Struggling Readers with Digital Game-Based Learning. Educational Technology Research and Development, 67, pp. 639–663. Available at: https://doi.org/10.1007/s11423-019-09658-3.

Trainin, G., Hayden, E., Wilson, K. and Erickson, J. (2016). Examining the Impact of QuickReads Technology and Print Formats on Fluency, Comprehension, and Vocabulary Development for Elementary Students. Journal of Research on Educational Effectiveness. Available at: https://doi.10.1080/19345747.2016.1164778.

Vasinda, S. and McLeod, J. (2011). Extending Readers Theatre: A Powerful and Purposeful Match with Podcasting. The Reading Teacher, 64, pp 486–497. Available at: http://doi.10.1598/RT.64.7.2.

 

Research Approach

Euler, D. (2014). Design-Research – a paradigm under development. In: D. Euler and P. Sloane, (ed.). Design-Based Research, Stuttgart: Franz Steiner Verlag, pp. 15-44.

The Design-Based Research Collective (2003). Design-Based-Research: An Emerging Paradigm for Educational Inquiry. Educational Researcher, 32(1), pp. 5-8.

 

Games-based Learning, Gamification and Meaningful Gamification

Becker, K. and Nicholson, S. (2016). Gamification in the Classroom: Old Wine in New Badges. In: K. Schrier (Ed.). Learning, Education and Games - Volume Two: Bringing Games into Educational Contexts, Pittsburgh, PA: ETC Press, pp. 61–86.

Denmeade, N. (2015). Gamification with Moodle. Packt Publishing Ltd.

Deterding, S., Dixon, D., Khaled, R. and Nacke, L. (2016). From Game Design Elements to Gamefulness: Defining ‘Gamification’. In: MindTrek ‘11: Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, 28-30 September 2011, Tampere, Finland. New York, NY, Association for Computing Machinery, pp. 9-15.

Pastor Pina, H., Satorre Cuerda, R., Molina-Carmona, R., Gallego-Durán, F. J., and Llorens Largo, F. (2015). Can Moodle be used for Structural Gamification? In: Proceedings of the 9th International Technology, Education and Development Conference, IATED, 2-4 March 2015, Madrid, Spain, pp. 1014-1022.

Poondej, C. and Lerdpornkulrat, T. (2019). Gamification in e-learning: A Moodle implementation and its effect on student engagement and performance. Interactive Technology and Smart Education, 17(1), 56-66. Available at: https://www.researchgate.net/publication/336041200_Gamification_in_e-learning_A_Moodle_implementation_and_its_effect_on_student_engagement_and_performance

Katsigiannakis, E. and Karagiannidis, C. (2017). Gamification and Game Mechanics-Based e-Learning: A Moodle Implementation and its Effect on User Engagement. Research on e-Learning and ICT in Education. Springer, Cham, pp. 147-159.

Kapp, K. M. (2012). The gamification of learning and instruction. San Francisco: Wile

Prensky, M. (2007) Digital Game-Based Learning. St. Paul, MN, Paragon House Publishers.

Resnick, M. (2004) Edutainment? No thanks. I Prefer Playful Learning. Associazione Civita Report on Edutainment, 14, pp. 1-4. Available at: https://llk.media.mit.edu/papers/edutainment.pdf.

Ronimus, M., Eklund, K., Pesu, L. and Lyytinen, H. (2019). Supporting Struggling Readers with Digital Game-Based Learning. Educational Technology Research and Development, 67, pp. 639–663. Available from: https://doi.org/10.1007/s11423-019-09658-3.

Martens, A. and Müller, W. (2016). Gamification. In: R. Nakatsu, M. Rauterberg, and P. Ciancarini (Eds.). Handbook of Digital Games and Entertainment Technologies. Singapore: Springer Singapore, pp. 1-23. Martens, M. (2014). Reading and ‘Gamification’. Children & Libraries: The Journal of the Association for Library Service to Children, 12(4), pp. 19-25.