©2018 by A is for App.

A is for App 

Reading Fluency Apps for Struggling Readers in Primary School

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We are an EU-funded Erasmus+ project that is looking to support educators in choosing and using apps for reading fluency.

A is for App Background Rationale:

Huge opportunities exist to incorporate reading Apps both at school and at home by providing access to literacy tools using smartphones and tablets to struggling readers at school. Many apps of varying quality exist, but teachers rarely use them in the classroom.

The A is for APP project will:

(1)  Pilot test 5 existing fluency Apps in schools in Belgium, the Netherlands and the UK

(2)  Choose the best App and in depth test reading progress over 1 year also in the Czech Republic.

(3)  Define the typical characteristics of appropriate apps for reading fluency and outline how to use these apps in a diversified approach for struggling readers in the classroom.

(4)  Create hands-on tools with and for teachers allowing them to use this knowledge in the day-to-day inclusive teaching practice contributing to a Literacy Curriculum at each school.

(5)  Raise awareness and build an international community centred around the possibilities of fluent reading Apps for struggling readers involving all relevant stakeholders, including app developers and policymakers.

A is for App... targets:

primary school teachers, parents and pupils; app developers; academic literacy experts, national and European educational policymakers; teacher training colleges and in service training and literacy organisations.


WHY A is for Apps?

(1) primary school teachers and schools need support in finding and using Apps to assist struggling readers.

(2) struggling readers and their parents need experience and awareness of literacy apps’ possibilities in the classroom and at home.

(3) educational policymakers need guidelines on how to implement an IT literacy curriculum for struggling readers

(4) teacher training colleges and in service training need knowledge on ICT-based methodologies for struggling readers in a classroom setting to train the next generation of teachers.

(5) literacy organisations need this knowledge to improve the support to their stakeholders

(6) app developers need guidelines on how to develop effective apps for struggling readers

(7) academic literacy experts need better insights in the development of reading fluency problems, and a solid network of parents, pupils and practitioners willing to contribute to research

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