Abstract
<p class="first" id="d169640e157">Reading is an essential ability and a cornerstone of education. However, learning to read can be challenging for children. To scaffold young learners, a number of reading interventions were developed, including a syllable-based approach in German, which has proven to be successful, but resource and time consuming through individual interaction by educators. To improve the reach of the reading intervention, we present the first step towards a digital intervention, following a human-centred design approach. In this contribution, we present the implementation of a digital prototype, developed with the feedback of expert evaluations, as well as an interview study with second-graders. The results of interviews with children showed that the app is suitable to be applied in the target age group, that children had fun using it and were motivated to further do so. The study also provides design implications for transferring an analogue concept into a digital application.
Highlights
Around 6.2 million people in Germany cannot read properly (Grotlüschen & Riekmann, 2011)
The origin of the inability or a deficiency in reading capabilities can often be traced back to the initial attempts to learn reading during primary school. This problem is reflected in around 15% of German fourth graders, who show deficits in extracting meaning from presented texts (Bos, Tarelli, Bremerich-Vos, & Schwippert, 2012)
This study addresses to which degree such analogue teaching material, which is originally presented by an instructor, can be transferred into a digital version
Summary
Around 6.2 million people in Germany cannot read properly (Grotlüschen & Riekmann, 2011). The origin of the inability or a deficiency in reading capabilities can often be traced back to the initial attempts to learn reading during primary school. This problem is reflected in around 15% of German fourth graders, who show deficits in extracting meaning from presented texts (Bos, Tarelli, Bremerich-Vos, & Schwippert, 2012). In the overall reading performance, German children showed a lower mean performance score relative to most other European countries (Hußmann et al, 2017). This is due a stagnating overall score for Germany, which has not improved significantly since 2001 in contrast to many other European countries. There is high variability in the reading abilities, with an increase in children on the lowest level of competence to 6% from 3% in 2001
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
