A STUDY ON THE EFFECTIVENESS OF NEW TECHNOLOGIES IN IMPROVING THE READING SKILLS OF STUDENTS

English

The number of students in American schools who are unable to read at grade level has been constant at 10% over the past 20 years. The explanation for this is thought to be that the majority of them had a developmental problem with reading comprehension, but their reading potential was normal but underutilized as a result of low desire, insufficient stimulation, anxiety, negativism, and emotional blockage. As a result, it has addressed the contentious topic of using technology-assisted reading programs to improve learners' reading skills. Several arguments are heard in support of or against computer-based reading programs, with many claiming the fact of reading on screen will not enhance reading on paper and that screen reading is not a "natural method" of reading. To improve understanding of descriptive scientific literature, this approach encourages self-explanation, initial knowledge, and reading methods. Students that adopted the iSTART program fared better when compared to their counterparts in terms of self-explanation and summary, according to the results. In skills tasks with multiple choice questions, strategic knowledge was also a factor: students with efficient knowledge of strategies being effective enough in improving the accuracy while resolving the concerned issues while the students with less knowledge of strategies improved their accuracy when answering text-based questions. With younger children, another application, ITSS, was utilized to facilitate activities focused on recognizing important sections and keywords for in-text and classifying the related information in an appropriate manner (Meyer et al., 2011; Wijekumar et al., 2012, 2013, 2017). Students adopting the ITSS program showed potential improvement towards their text abilities when compared with their classmates in control group, indicating the program had a positive impact.

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