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Focusing on the challenges faced by American children in developing reading skills, the study explores their interactions with educational websites designed for struggling readers. Through think-aloud interviews with five third-graders, insights were gathered about their preferences and frustrations regarding the Reading Upgrade and Ticket To Read platforms. While students appreciated the variety of choices, reward systems, and engaging reading materials, they expressed concerns about the excessive number of questions, lengthy passages, and varying difficulty levels. The findings highlight the potential of digital media as supplemental support for elementary readers.
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Logged On, Gabrielle Jones
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- Année de publication
- 2011
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