The silent reading supported by adaptive learning technology: Influence in the children outcomes
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Abstract In primary school, most children develop a deep comprehension skill in reading but not all children improve their learning competence in the same time and manner. Several children showed to prefer the silent reading but the traditional psychological/pedagogical approaches did not allow an improvement of their potential growth. The purpose of the study is to examine the support of technology in the developmental process of the reading ability in childhood. We investigated the efficacy of the silent reading by technological interactive system based on 2 variables: (a) absence of constant adult supervision/intervention, and (b) child-technology interaction to promote the improvement of comprehension ability in reading. A sample of n. 144 children in primary school with high and low reading abilities was subjected to a stimulation plan (duration 6 months) based on silent reading, smart games related to the stories reading and feedback though technology support (TERENCE program). The test–retest evaluation evidenced an increasing performance in the lower reading children. The results suggested the efficacy and the positive influence of technologies in the learning process: in the silent reading, the child may be better stimulated to learn and to comprehend the information using technology interactive. The adaptive learning technology might be considered a strong ally in educational environment to promote a greater cognitive enhancement in childhood.