Towards a digital syllable-based reading intervention: An interview study with second- graders

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Towards a digital syllable-based reading intervention: An interview study with second- graders

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Author(s): Philipp Schaper ¹ , Melissa Donnermann ¹ , Nicole Doser ¹ , Martina Lein ¹ , Anna Riedmann ¹ , Sophia C. Steinhaeusser ¹ , Panagiotis Karageorgos ² , Bettina Müller ² , Tobias Richter ² , Birgit Lugrin ¹

Publication date (Print): July 2021

Conference name: 34th British HCI Conference (HCI2021)

Conference theme: Post-pandemic HCI – Living Digitally

Conference date: 20th - 21st July 2021

Keywords: elementary education, technology supported learning, user study

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Philipp Schaper

Anna Riedmann

Bettina Müller

Birgit Lugrin

Conference

Publication date: July 2021

Publication date (Print): July 2021

Pages: 271-283

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[1 ]Human-Computer-Interaction

Julius-Maximilians-University of Wuerzburg

Wuerzburg, Germany

[2 ]Educational Psychology

Julius-Maximilians-University of Wuerzburg

Wuerzburg, Germany

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DOI: 10.14236/ewic/HCI2021.29

SO-VID: 6512958f-3121-4693-9e09-b1b318d41d6b

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This work is licensed under a Creative Commons Attribution 4.0 Unported License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

Conference name: 34th British HCI Conference

Conference acronym: HCI2021

Conference number: 34

Conference location: London, UK

Conference date: 20th - 21st July 2021

Conference sponsor: Electronic Workshops in Computing (eWiC)

Conference theme: Post-pandemic HCI – Living Digitally

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1477-9358 BCS Learning & Development

Self URI (article page): https://www.scienceopen.com/hosted-document?doi=10.14236/ewic/HCI2021.29

Self URI (journal page): https://ewic.bcs.org/

REFERENCES

Axure Software Solutions Inc. (2019). Axure. San Diego, USA: Axure Software Solutions Inc.
J. Bastian, & S. Aufenanger (2017). Tablets in Schule und Unterricht [Tablet use in school and teaching]. Wiesbaden: Springer.
G. Biancarosa, & G. G. Griffiths (2012). Technology tools to support reading in the digital age. The Future of Children, 22(2), 139-160.
K. P. Blair (2013). Learning in critter corral: evaluating three kinds of feedback in a preschool math app. Paper presented at the Proceedings of the 12th International Conference on Interaction Design and Children.
H. Blok, R. Oostdam, M. E. Otter, & M. Overmaat (2002). Computer-assisted instruction in support of beginning reading instruction: A review. Review of educational research, 72(1), 101-130.
W. Bos, I. Tarelli, A. Bremerich-Vos, & K. Schwippert (2012). IGLU 2011 Lesekompetenzen von Grundschulkindern im internationalen Vergleich [IGLU 2011: International Comparison of Reading Skills in Primary School]. Münster: Waxmann.
M. Cahill, & A. McGill-Franzen (2013). Selecting “app” ealing and “app” ropriate book apps for beginning readers. The reading teacher, 67(1), 30-39.
M. Coltheart, K. Rastle, C. Perry, R. Langdon, & J. Ziegler (2001). DRC: a dual route cascaded model of visual word recognition and reading aloud. Psychological review, 108(1), 204.
DU-Apps-Studio. (2018). DU Recorder 1.7.5.5.
J. Ecalle, A. Magnan, & C. Calmus (2009). Lasting effects on literacy skills with a computer-assisted learning using syllabic units in low-progress readers. Computers & Education, 52(3), 554-561.
L. C. Ehri (1995). Phases of development in learning to read words by sight. Journal of Research in Reading, 18(2), 116-125.
L. C. Ehri (2005). Learning to read words: Theory, findings, and issues. Scientific Studies of reading, 9(2), 167-188.
M. L. Epstein, B. B. Epstein, & G. M. Brosvic (2001). Immediate feedback during academic testing. Psychological Reports, 88(3), 889-894.
K. A. Ericsson, R. T. Krampe, & C. Tesch-Römer (1993). The role of deliberate practice in the acquisition of expert performance. Psychological review, 100(3), 363.
C. Fahnoe, & P. Mishra (2013). Do 21st century learning environments support self-directed learning? Middle school students’ response to an intentionally designed learning environment. Paper presented at the Society for information technology & teacher education international conference.
E. Fleischhauer, J. Schledjewski, & M. Grosche (2017). Apps zur Förderung von Rechtschreibfähigkeiten im Grundschulalter [Apps to support orthography in primary school age]. Lernen und Lernstörungen.
B. R. Foorman, D. J. Francis, J. M. Fletcher, C. Schatschneider, & P. Mehta (1998). The role of instruction in learning to read: Preventing reading failure in at-risk children. Journal of Educational Psychology, 90(1), 37-55.
D. J. Francis, S. E. Shaywitz, K. K. Stuebing, B. A. Shaywitz, & J. M. Fletcher (1996). Developmental lag versus deficit models of reading disability: A longitudinal, individual growth curves analysis. Journal of Educational Psychology, 88(1), 3-17.
J. Google (2019). Android Studio.
R. Görgen, S. Huemer, G. Schulte-Körne, & K. Moll (2020). Evaluation of a digital game-based reading training for German children with reading disorder. Computers & Education, 150, 103834.
K. Groth, S. Hasko, J. Bruder, S. Kunze, & G. Schulte-Körne (2013). Interventionseffekte bei Lese Rechtschreibstörung: evaluation von zwei Förderkonzepten unter besonderer Betrachtung methodischer Aspekte [Measurement of treatment in developmental dyslexia under methodological considerations]. Lernen und Lernstörungen.
A. Grotlüschen, & W. Riekmann (2011). leo.–Level-One Studie. Magazin erwachsenenbildung.at, 77.
R. Harrison, D. Flood, & D. Duce (2013). Usability of mobile applications: literature review and rationale for a new usability model. Journal of Interaction Science, 1(1), 1-16.
B. Haßler, L. Major, & S. Hennessy (2016). Tablet use in schools: A critical review of the evidence for learning outcomes. Journal of Computer Assisted Learning, 32(2), 139-156.
R. Heikkilä, M. Aro, V. Närhi, J. Westerholm, & T. Ahonen (2013). Does training in syllable recognition improve reading speed? A computer-based trial with poor readers from second and third grade. Scientific Studies of reading, 17(6), 398-414.
S. Henderson, & J. Yeow (2012). iPad in education: A case study of iPad adoption and use in a primary school. Paper presented at the 2012 45th Hawaii International Conference on System Sciences.
K. Hirsh-Pasek, J. M. Zosh, R. M. Golinkoff, J. H. Gray, M. B. Robb, & J. Kaufman (2015). Putting education in “educational” apps: Lessons from the science of learning. Psychological Science in the Public Interest, 16(1), 3-34.
K. Hochberg, J. Kuhn, & A. Müller (2018). Using smartphones as experimental tools— effects on interest, curiosity, and learning in physics education. Journal of Science Education and Technology, 27(5), 385-403.
S. Huemer, M. Aro, K. Landerl, & H. Lyytinen (2010). Repeated reading of syllables among Finnish-speaking children with poor reading skills. Scientific Studies of reading, 14(4), 317-340.
A. Hußmann, H. Wendt, W. Bos, A. Bremerich-Vos, D. Kasper, E.-M. Lankes, . . . R. Valtin (2017). IGLU 2016. Lesekompetenzen von Grundschulkindern in Deutschland im internationalen Vergleich [IGLU 2016: International Comparison of Reading Skills in Primary School]: Münster; New York: Waxmann.
M. Klatte, C. Steinbrink, K. Bergström, & T. Lachmann (2013). Phonologische Verarbeitung bei Grundschulkindern mit schwacher Lesefähigkeit [Phonological processing in german poor readers: A pilot study evaluating a computer-based training program]. Lernen und Lernstörungen.
K. Landerl, & H. Wimmer (2008). Development of word reading fluency and spelling in a consistent orthography: an 8-year follow-up. Journal of Educational Psychology, 100(1), 150.
J. A. Logan, S. A. Hart, L. Cutting, K. Deater-Deckard, C. Schatschneider, & S. Petrill (2013). Reading development in young children: Genetic and environmental influences. Child development, 84(6), 2131-2144.
M. Maertens, M. Vandewaetere, F. Cornillie, & P. Desmet (2014). From pen-and-paper content to educational math game content for children: A transfer with added difficulty. International Journal of Child-Computer Interaction, 2(2), 85-92.
T. Mejtoft, L. Lindberg, U. Söderström, & E. Mårell-Olsson (2017). Feedback in commercial educational applications: Guidelines and conceptual framework. Paper presented at the Proceedings of the European Conference on Cognitive Ergonomics 2017.
E. O. Mkpojiogu, A. Hussain, & F. a. Hassan (2018). A systematic review of usability quality attributes for the evaluation of mobile learning applications for children. Paper presented at the AIP Conference Proceedings.
H. Morgan (2013). Multimodal children’s e-books help young learners in reading. Early Childhood Education Journal, 41(6), 477-483.
B. Müller, G. Otterbein-Gutsche, & T. Richter (2018). Leseförderung mit Silben und Sprachsystematik: Konzeption eines Trainingsprogramms [Systematic reading improvement using syllables: An intervention program]. Psychologie in Erziehung und Unterricht, 65, 52-57.
B. Müller, T. Richter, & P. Karageorgos (2020). Syllable-based reading improvement: Effects on word reading and reading comprehension in Grade 2. Learning and Instruction, 66.
B. Müller, T. Richter, P. Karageorgos, S. Krawietz, & M. Ennemoser (2017). Effects of a Syllable-Based Reading Intervention in Poor-Reading Fourth Graders. Frontiers in Psychology, 8(1635).
B. Müller, T. Richter, & G. Otterbein-Gutsche (2020). Lesen mit Willy Wortbär: Ein silbenbasiertes Training zur Förderung der Worterkennung beim Lesen [Reading with Willy Wortbär: A syllable-based intervention to foster visual word recognition]. Göttingen, Germany: Hogrefe.
T. Nagler, S. Lindberg, & M. Hasselhorn (2017). Leseentwicklung im Grundschulalter. Kognitive Grundlagen und Risikofaktoren [Reading development in children. Cognitive preconditions and risk factors]. Lernen und Lernstörungen.
J. Naumann, C. Artelt, W. Schneider, & P. Stanat (2010). Lesekompetenz von PISA 2000 bis PISA 2009.
S. Papadakis, M. Kalogiannakis, & N. Zaranis (2018). Educational apps from the Android Google Play for Greek preschoolers: A systematic review. Computers & Education, 116, 139-160.
M. Pfost, J. Hattie, T. Dörfler, & C. Artelt (2014). Individual differences in reading development: A review of 25 years of empirical research on Matthew effects in reading. Review of educational research, 84(2), 203-244.
T. Rashid, & H. M. Asghar (2016). Technology use, self-directed learning, student engagement and academic performance: Examining the interrelations. Computers in Human Behavior, 63, 604-612.
J. P. Rossing, W. Miller, A. K. Cecil, & S. E. Stamper (2012). iLearning: The future of higher education? Student perceptions on learning with mobile tablets. Journal of the Scholarship of Teaching and Learning, 12(2), 1-26.
R. Scherer, J. Tondeur, F. Siddiq, & E. Baran (2018). The importance of attitudes toward technology for pre-service teachers' technological, pedagogical, and content knowledge: Comparing structural equation modeling approaches. Computers in Human Behavior, 80, 67-80.
W. Schoppek, & M. Tulis (2010). Enhancing arithmetic and word-problem solving skills efficiently by individualized computer-assisted practice. The Journal of Educational Research, 103(4), 239-252.
S. Schroeder, K.-M. Würzner, J. Heister, A. Geyken, & R. Kliegl (2015). childLex: A lexical database of German read by children. Behavior research methods, 47(4), 1085-1094.
C. H. Su, & C. H. Cheng (2015). A mobile gamification learning system for improving the learning motivation and achievements. Journal of Computer Assisted Learning, 31(3), 268-286.
Y.-T. Sung, K.-E. Chang, & T.-C. Liu (2016). The effects of integrating mobile devices with teaching and learning on students' learning performance: A meta-analysis and research synthesis. Computers & Education, 94, 252-275.
G. Tacke (2005). Evaluation eines Lesetrainings zur Förderung lese-rechtschreibschwacher Grundschüler der zweiten Klasse [Evaluation of a remedial reading training with dyslexic second graders in primary school]. Psychologie in Erziehung und Unterricht(3), 198-209.
A. Tillmann, & C. Bremer (2017). Einsatz von Tablets in Grundschulen. In J. Bastian & S. Aufenanger (Eds.), Tablets in Schule und Unterricht: Forschungsmethoden und -perspektiven zum Einsatz digitaler Medien [Tablets in school and teaching: Research methods and perspectives on the use of digital media] (pp. 241-276). Wiesbaden: Springer Fachmedien Wiesbaden.
J. Underwood, R. Luckin, & N. Winters (2012). Managing resource ecologies for mobile, personal and collaborative self-directed language learning. Procedia-Social and Behavioral Sciences, 34, 226-229.
VERBI Software. (2018). MAXQDA 2018. Berlin, Germany: VERBI Software.
C. Walter-Laager, K. Brandenberg, L. Tinguely, J. Schwarz, M. R. Pfiffner, & B. Moschner (2017). Media-assisted language learning for young children: Effects of a word-learning app on the vocabulary acquisition of two-year-olds. British Journal of Educational Technology, 48(4), 1062-1072.

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Comment on this article

[1] Axure Software Solutions Inc. (2019). Axure. San Diego, USA: Axure Software Solutions Inc.

[2] J. Bastian, & S. Aufenanger (2017). Tablets in Schule und Unterricht [Tablet use in school and teaching]. Wiesbaden: Springer.

[3] G. Biancarosa, & G. G. Griffiths (2012). Technology tools to support reading in the digital age. The Future of Children, 22(2), 139-160.

[4] K. P. Blair (2013). Learning in critter corral: evaluating three kinds of feedback in a preschool math app. Paper presented at the Proceedings of the 12th International Conference on Interaction Design and Children.

[5] H. Blok, R. Oostdam, M. E. Otter, & M. Overmaat (2002). Computer-assisted instruction in support of beginning reading instruction: A review. Review of educational research, 72(1), 101-130.

[6] W. Bos, I. Tarelli, A. Bremerich-Vos, & K. Schwippert (2012). IGLU 2011 Lesekompetenzen von Grundschulkindern im internationalen Vergleich [IGLU 2011: International Comparison of Reading Skills in Primary School]. Münster: Waxmann.

[7] M. Cahill, & A. McGill-Franzen (2013). Selecting “app” ealing and “app” ropriate book apps for beginning readers. The reading teacher, 67(1), 30-39.

[8] M. Coltheart, K. Rastle, C. Perry, R. Langdon, & J. Ziegler (2001). DRC: a dual route cascaded model of visual word recognition and reading aloud. Psychological review, 108(1), 204.

[9] DU-Apps-Studio. (2018). DU Recorder 1.7.5.5.

[10] J. Ecalle, A. Magnan, & C. Calmus (2009). Lasting effects on literacy skills with a computer-assisted learning using syllabic units in low-progress readers. Computers & Education, 52(3), 554-561.

[11] L. C. Ehri (1995). Phases of development in learning to read words by sight. Journal of Research in Reading, 18(2), 116-125.

[12] L. C. Ehri (2005). Learning to read words: Theory, findings, and issues. Scientific Studies of reading, 9(2), 167-188.

[13] M. L. Epstein, B. B. Epstein, & G. M. Brosvic (2001). Immediate feedback during academic testing. Psychological Reports, 88(3), 889-894.

[14] K. A. Ericsson, R. T. Krampe, & C. Tesch-Römer (1993). The role of deliberate practice in the acquisition of expert performance. Psychological review, 100(3), 363.

[15] C. Fahnoe, & P. Mishra (2013). Do 21st century learning environments support self-directed learning? Middle school students’ response to an intentionally designed learning environment. Paper presented at the Society for information technology & teacher education international conference.

[16] E. Fleischhauer, J. Schledjewski, & M. Grosche (2017). Apps zur Förderung von Rechtschreibfähigkeiten im Grundschulalter [Apps to support orthography in primary school age]. Lernen und Lernstörungen.

[17] B. R. Foorman, D. J. Francis, J. M. Fletcher, C. Schatschneider, & P. Mehta (1998). The role of instruction in learning to read: Preventing reading failure in at-risk children. Journal of Educational Psychology, 90(1), 37-55.

[18] D. J. Francis, S. E. Shaywitz, K. K. Stuebing, B. A. Shaywitz, & J. M. Fletcher (1996). Developmental lag versus deficit models of reading disability: A longitudinal, individual growth curves analysis. Journal of Educational Psychology, 88(1), 3-17.

[19] J. Google (2019). Android Studio.

[20] R. Görgen, S. Huemer, G. Schulte-Körne, & K. Moll (2020). Evaluation of a digital game-based reading training for German children with reading disorder. Computers & Education, 150, 103834.

[21] K. Groth, S. Hasko, J. Bruder, S. Kunze, & G. Schulte-Körne (2013). Interventionseffekte bei Lese Rechtschreibstörung: evaluation von zwei Förderkonzepten unter besonderer Betrachtung methodischer Aspekte [Measurement of treatment in developmental dyslexia under methodological considerations]. Lernen und Lernstörungen.

[22] A. Grotlüschen, & W. Riekmann (2011). leo.–Level-One Studie. Magazin erwachsenenbildung.at, 77.

[23] R. Harrison, D. Flood, & D. Duce (2013). Usability of mobile applications: literature review and rationale for a new usability model. Journal of Interaction Science, 1(1), 1-16.

[24] B. Haßler, L. Major, & S. Hennessy (2016). Tablet use in schools: A critical review of the evidence for learning outcomes. Journal of Computer Assisted Learning, 32(2), 139-156.

[25] R. Heikkilä, M. Aro, V. Närhi, J. Westerholm, & T. Ahonen (2013). Does training in syllable recognition improve reading speed? A computer-based trial with poor readers from second and third grade. Scientific Studies of reading, 17(6), 398-414.

[26] S. Henderson, & J. Yeow (2012). iPad in education: A case study of iPad adoption and use in a primary school. Paper presented at the 2012 45th Hawaii International Conference on System Sciences.

[27] K. Hirsh-Pasek, J. M. Zosh, R. M. Golinkoff, J. H. Gray, M. B. Robb, & J. Kaufman (2015). Putting education in “educational” apps: Lessons from the science of learning. Psychological Science in the Public Interest, 16(1), 3-34.

[28] K. Hochberg, J. Kuhn, & A. Müller (2018). Using smartphones as experimental tools— effects on interest, curiosity, and learning in physics education. Journal of Science Education and Technology, 27(5), 385-403.

[29] S. Huemer, M. Aro, K. Landerl, & H. Lyytinen (2010). Repeated reading of syllables among Finnish-speaking children with poor reading skills. Scientific Studies of reading, 14(4), 317-340.

[30] A. Hußmann, H. Wendt, W. Bos, A. Bremerich-Vos, D. Kasper, E.-M. Lankes, . . . R. Valtin (2017). IGLU 2016. Lesekompetenzen von Grundschulkindern in Deutschland im internationalen Vergleich [IGLU 2016: International Comparison of Reading Skills in Primary School]: Münster; New York: Waxmann.

[31] M. Klatte, C. Steinbrink, K. Bergström, & T. Lachmann (2013). Phonologische Verarbeitung bei Grundschulkindern mit schwacher Lesefähigkeit [Phonological processing in german poor readers: A pilot study evaluating a computer-based training program]. Lernen und Lernstörungen.

[32] K. Landerl, & H. Wimmer (2008). Development of word reading fluency and spelling in a consistent orthography: an 8-year follow-up. Journal of Educational Psychology, 100(1), 150.

[33] J. A. Logan, S. A. Hart, L. Cutting, K. Deater-Deckard, C. Schatschneider, & S. Petrill (2013). Reading development in young children: Genetic and environmental influences. Child development, 84(6), 2131-2144.

[34] M. Maertens, M. Vandewaetere, F. Cornillie, & P. Desmet (2014). From pen-and-paper content to educational math game content for children: A transfer with added difficulty. International Journal of Child-Computer Interaction, 2(2), 85-92.

[35] T. Mejtoft, L. Lindberg, U. Söderström, & E. Mårell-Olsson (2017). Feedback in commercial educational applications: Guidelines and conceptual framework. Paper presented at the Proceedings of the European Conference on Cognitive Ergonomics 2017.

[36] E. O. Mkpojiogu, A. Hussain, & F. a. Hassan (2018). A systematic review of usability quality attributes for the evaluation of mobile learning applications for children. Paper presented at the AIP Conference Proceedings.

[37] H. Morgan (2013). Multimodal children’s e-books help young learners in reading. Early Childhood Education Journal, 41(6), 477-483.

[38] B. Müller, G. Otterbein-Gutsche, & T. Richter (2018). Leseförderung mit Silben und Sprachsystematik: Konzeption eines Trainingsprogramms [Systematic reading improvement using syllables: An intervention program]. Psychologie in Erziehung und Unterricht, 65, 52-57.

[39] B. Müller, T. Richter, & P. Karageorgos (2020). Syllable-based reading improvement: Effects on word reading and reading comprehension in Grade 2. Learning and Instruction, 66.

[40] B. Müller, T. Richter, P. Karageorgos, S. Krawietz, & M. Ennemoser (2017). Effects of a Syllable-Based Reading Intervention in Poor-Reading Fourth Graders. Frontiers in Psychology, 8(1635).

[41] B. Müller, T. Richter, & G. Otterbein-Gutsche (2020). Lesen mit Willy Wortbär: Ein silbenbasiertes Training zur Förderung der Worterkennung beim Lesen [Reading with Willy Wortbär: A syllable-based intervention to foster visual word recognition]. Göttingen, Germany: Hogrefe.

[42] T. Nagler, S. Lindberg, & M. Hasselhorn (2017). Leseentwicklung im Grundschulalter. Kognitive Grundlagen und Risikofaktoren [Reading development in children. Cognitive preconditions and risk factors]. Lernen und Lernstörungen.

[43] J. Naumann, C. Artelt, W. Schneider, & P. Stanat (2010). Lesekompetenz von PISA 2000 bis PISA 2009.

[44] S. Papadakis, M. Kalogiannakis, & N. Zaranis (2018). Educational apps from the Android Google Play for Greek preschoolers: A systematic review. Computers & Education, 116, 139-160.

[45] M. Pfost, J. Hattie, T. Dörfler, & C. Artelt (2014). Individual differences in reading development: A review of 25 years of empirical research on Matthew effects in reading. Review of educational research, 84(2), 203-244.

[46] T. Rashid, & H. M. Asghar (2016). Technology use, self-directed learning, student engagement and academic performance: Examining the interrelations. Computers in Human Behavior, 63, 604-612.

[47] J. P. Rossing, W. Miller, A. K. Cecil, & S. E. Stamper (2012). iLearning: The future of higher education? Student perceptions on learning with mobile tablets. Journal of the Scholarship of Teaching and Learning, 12(2), 1-26.

[48] R. Scherer, J. Tondeur, F. Siddiq, & E. Baran (2018). The importance of attitudes toward technology for pre-service teachers' technological, pedagogical, and content knowledge: Comparing structural equation modeling approaches. Computers in Human Behavior, 80, 67-80.

[49] W. Schoppek, & M. Tulis (2010). Enhancing arithmetic and word-problem solving skills efficiently by individualized computer-assisted practice. The Journal of Educational Research, 103(4), 239-252.

[50] S. Schroeder, K.-M. Würzner, J. Heister, A. Geyken, & R. Kliegl (2015). childLex: A lexical database of German read by children. Behavior research methods, 47(4), 1085-1094.

[51] C. H. Su, & C. H. Cheng (2015). A mobile gamification learning system for improving the learning motivation and achievements. Journal of Computer Assisted Learning, 31(3), 268-286.

[52] Y.-T. Sung, K.-E. Chang, & T.-C. Liu (2016). The effects of integrating mobile devices with teaching and learning on students' learning performance: A meta-analysis and research synthesis. Computers & Education, 94, 252-275.

[53] G. Tacke (2005). Evaluation eines Lesetrainings zur Förderung lese-rechtschreibschwacher Grundschüler der zweiten Klasse [Evaluation of a remedial reading training with dyslexic second graders in primary school]. Psychologie in Erziehung und Unterricht(3), 198-209.

[54] A. Tillmann, & C. Bremer (2017). Einsatz von Tablets in Grundschulen. In J. Bastian & S. Aufenanger (Eds.), Tablets in Schule und Unterricht: Forschungsmethoden und -perspektiven zum Einsatz digitaler Medien [Tablets in school and teaching: Research methods and perspectives on the use of digital media] (pp. 241-276). Wiesbaden: Springer Fachmedien Wiesbaden.

[55] J. Underwood, R. Luckin, & N. Winters (2012). Managing resource ecologies for mobile, personal and collaborative self-directed language learning. Procedia-Social and Behavioral Sciences, 34, 226-229.

[56] VERBI Software. (2018). MAXQDA 2018. Berlin, Germany: VERBI Software.

[57] C. Walter-Laager, K. Brandenberg, L. Tinguely, J. Schwarz, M. R. Pfiffner, & B. Moschner (2017). Media-assisted language learning for young children: Effects of a word-learning app on the vocabulary acquisition of two-year-olds. British Journal of Educational Technology, 48(4), 1062-1072.

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Towards a digital syllable-based reading intervention: An interview study with second- graders

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