Abstract
A lot of students have reading difficulties and need reading support (Mullis et al., 2023). To address this need, the DaF-L project developed a digital screening for students’ reading abilities as well as aligned digital reading support with diagnostics to foster the individual student's reading comprehension. The reading packages were developed for three reading ability levels. The reading packages consist of the same story line for the literary texts and the same exercise formats with some variation depending on the reading ability level. One key importance of the screening and reading packages is digitalization. Digitalization provides a flexible and easy way to provide individualization as well as collect data for diagnostics. The digital reading packages support different ability levels and individualized learning, where students can work on the exercises at their own speed with integrated tools such as immediate individualized feedback, second try-options, and solutions. The digital reading packages can be used as a diagnostic tool for formative assessment, which enables teachers to support students in the best way possible. The screening, as well as the reading packages are accessible as an Open Educational Resource (OER) to support teachers and students. This approach of an individualized digital reading support with diagnostic functionality for formative assessment as an OER is new and exceptional. The presentation will discuss the conception of the reading packages with focusing on digitalization including the SAMR-Model (Puentedura, 2006; Puentedura, 2020a; Puentedura, 2020b), pedagogical usability (Nokelainen, 2006), a Heuristic for Thinking About Reading Comprehension (Kirby, 2003), and formative assessment (OECD, 2005).
Author Information
Judith Hanke, Europa-Universität Flensburg, Germany
Paper Information
Conference: ECE2024
Stream: Design
This paper is part of the ECE2024 Conference Proceedings (View)
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To cite this article:
Hanke J. (2024) Digital Diagnostics and Individualized Support for Reading at the Primary Level With Formative Assessment ISSN: 2188-1162 The European Conference on Education 2024: Official Conference Proceedings (pp. 275-288) https://doi.org/10.22492/issn.2188-1162.2024.22
To link to this article: https://doi.org/10.22492/issn.2188-1162.2024.22
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