Reading comprehension scores also have a strong positive correlation with RAI (r = 0.989) and BOS (r = 0.954), which indicates that higher attention rates produce higher reading comprehension scores. It’s especially useful in elementary classrooms. Flocabulary Flocabulary is a fun vocabulary program for grades K-12. These are our 8 must-have elementary school apps and tools. According to the BOS, the NO mode reached the highest distraction rate (31%), compared to the lowest NS mode (9%). With the right apps and tools, educational technology can help elementary students learn basic skills or practice math and reading. Students in the NS group demonstrated longer sustained attention spans than those in the NO group. Kids will stay engaged, learning new and challenging skills while they play our reading games. However, students' selective attention for the narration with the screen text (NS) group was substantially greater than the narration-only (NO) group. CommonLit is a comprehensive literacy program with thousands of reading lessons, full-year ELA curriculum, benchmark assessments, and standards-based data for teachers. Skills covered in our free reading games include: main idea, drawing conclusions, context clues, cause and effect, fact and opinion, synonyms, antonyms, vocabulary, as well as, many more. Bookmark your favorites and share with students. This Big List is dedicated to reading websites and literacy resources for every K-12 teacher. The results show that the overall effects of media presentation differences on students' attention are non-significant. By Whooo’s Reading Blog Team There are so many resources available to you and your students online and we want to find all the best ones so you don’t have to. Following the treatment implementation, we adopted a comprehension test, the reading attention inventory (RAI), and a classroom behavior observation sheet (BOS). 20 free websites for digital reading at home or in the classroom 2. The participants attended 5 short stories presented in 4 different modes. The participants comprised 138 students from 4 classes of third grade elementary school students from New Taipei City, Taiwan. We adopted an experimental design to investigate the effects of various media presentation modes on the reading attention and comprehension of Taiwanese elementary school students.
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