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http://hdl.handle.net/ULIS_123456789/2146Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | Nguyễn Thị, Hải Hà | - |
| dc.contributor.author | Lê, Khánh Huyền | - |
| dc.date.accessioned | 2019-07-23T02:37:08Z | - |
| dc.date.available | 2019-07-23T02:37:08Z | - |
| dc.date.issued | 2019-07 | - |
| dc.identifier.uri | http://hdl.handle.net/ULIS_123456789/2146 | - |
| dc.description | Abstract The research tries to serve two purposes: (1) list out the number of first-year students who stand a high chance of having dyslexia; (2) test the effectiveness of using Immersive Reader on improving Reading Fluency of those students. In order to achieve those two objectives, a combination of qualitative and quantitative research have been used. Specifically, a questionnaire adapted from an informal dyslexia screening has been used to find out the number of students who stand a high chance of being dyslexic. Besides, interviews and tests were also utilized in order to find out the effectiveness of the technological add-in tool. After the research, it was found out that there were four students who possessed items with high indicators of dyslexia. The results showed that using Immersive Reader to practice reading increased the accuracy and automaticity of word decoding which led to the improvement of reading fluency. Besides, it was also proved that Immersive Reader enhanced the user’s experience with reading. | vi |
| dc.description.abstract | Abstract The research tries to serve two purposes: (1) list out the number of first-year students who stand a high chance of having dyslexia; (2) test the effectiveness of using Immersive Reader on improving Reading Fluency of those students. In order to achieve those two objectives, a combination of qualitative and quantitative research have been used. Specifically, a questionnaire adapted from an informal dyslexia screening has been used to find out the number of students who stand a high chance of being dyslexic. Besides, interviews and tests were also utilized in order to find out the effectiveness of the technological add-in tool. After the research, it was found out that there were four students who possessed items with high indicators of dyslexia. The results showed that using Immersive Reader to practice reading increased the accuracy and automaticity of word decoding which led to the improvement of reading fluency. Besides, it was also proved that Immersive Reader enhanced the user’s experience with reading. | vi |
| dc.description.tableofcontents | TABLE OF CONTENTS PAGE Acknowledgements i Abstract ii List of abbreviation iii List of tables iv List of figues v CHAPTER 1: INTRODUCTION 1 1.1. Background 1 1.2. Objectives 4 1.3. Scope 4 1.4. Method 4 1.5. Organization 5 CHAPTER 2: LITERATURE REVIEW 6 2.1. Dyslexia 6 2.1.1. History 6 2.1.2. Definition 6 2.1.3. Characteristics 8 2.2. Dyslexic students in Higher Education (HE) 10 2.2.1. Statistics 10 2.2.2. Difficulties faced by dyslexic students in HE 11 2.3. Immersive Reader 14 2.3.1. Introduction 14 2.3.2. Purpose 14 2.3.3. Accessibility 14 2.3.4. Financial and social benefits 16 2.3.5. Features 17 2.4. Previous studies 21 CHAPTER 3: METHODOLOGY 22 3.1. Research approach 22 3.2. Participants 23 3.3. Samplings 23 3.4. Data collection 24 3.4.1. Instruments 24 3.4.1.1. Questionnaires 24 3.4.1.1.1. First questionnaire 24 3.4.1.1.2. Second questionnaire 27 3.4.1.2. Interviews 27 3.4.1.3. Tests 27 3.4.2. Procedure 29 3.5. Data analysis 30 3.5.1. Tools 30 3.5.2. Procedure 31 CHAPTER 4: RESULTS AND DISCUSSION 32 4.1. Data analysis 32 4.1.1. The number of students who stand a high chance of having dyslexia 32 4.1.2. The specific case which may have dyslexia 33 4.1.3. The application of Immersive Reader in reading English 37 4.1.4. Changes in reading results and experience with reading 39 4.2. Major findings and discussion 41 CHAPTER 5: CONCLUSION 43 5.1. Summary of major findings 43 5.2. Conclusion 43 5.3. Limitations and suggestions for further research 44 References Appendices | vi |
| dc.language.iso | en | vi |
| dc.publisher | Đại học Ngoại ngữ - Đại học Quốc gia Hà Nội | vi |
| dc.subject | ứng dụng, cải thiện ,mắc chứng khó đọc | vi |
| dc.title | APPLYING AN ADD-IN “IMMERSIVE READER” TO OVERCOME DIFFICULTIES FOR LANGUAGE LEANERS SUFFERING FROM DYSLEXIA | vi |
| dc.title.alternative | ÁP DỤNG ỨNG DỤNG BỔ SUNG “IMMERSIVE READER” VÀO VIỆC CẢI THIỆN NHỮNG BẤT CẬP TRONG VIỆC HỌC TẬP NGÔN NGỮ CỦA NHỮNG SINH VIÊN MẮC CHỨNG KHÓ ĐỌC | vi |
| dc.type | Dataset | vi |
| Appears in Collections: | Khóa luận tốt nghiệp | |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| E.KL.GHP.818.pdf | 123.92 kB | Adobe PDF | View/Open |
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