Problem and Need
The Problem:
So why the Growing Dendrites application? The answer to that question lies in a look at nationwide comprehension scores. The National Assessment of Educational Progress (NAEP) reading assessment measures students' reading comprehension by requiring them to read grade-appropriate texts and answer questions about what they have read. The reading passages are both informational and literary, and the assessment results are based on "nationally representative samples of fourth- and eighth- graders" (National Center for Education Statistics, 2011, p.2). According to the 2015 results, only thirty-six percent of fourth grade students scored at or above the proficient level on the NAEP reading test (The Nation's Report Card, 2015). The results were sadly even lower for eighth grade students. This means that a whopping 64% of fourth graders nationwide and 66% of eighth graders perform less than proficiently. See Figure 1.1 below.
Figure 1.1
These figures are grim. However, a hard look at the development of reading comprehension skills reveals that a person's background knowledge plays a significant role. If students have limited vocabulary and life experiences, they are very likely to struggle with making sense of texts. Growing Dendrites is a mobile learning application that seeks to teach students about their world and to explain difficult concepts and vocabulary in a way that is both informative and engaging. Many theories exist that support the various features that Growing Dendrites possesses. Amongst them is the schema theory.
In his article on the schema theory in the area of reading, Shuying An explains that "written text does not carry meaning by itself. Rather, a text only provides directions for readers as to how they should retrieve or construct meaning from their own previously acquired knowledge" (2013, p. 130). The previously acquired knowledge structures are called schemata. When students struggle to understand text because of a lack of prior knowledge, scaffolds can be helpful. As Figure 1.2 illustrates below, these scaffolds can be in the form of pictures, manipulatives, and graphic organizers. Not only does Growing Dendrites contain leveled reading passages about curriculum content to support a wide range of student needs, but it has built in scaffolds as well to enhance and support student learning. For every topic there are videos, pictures, interactive activities or participatory computer simulations, and additional resources to extend learning beyond the app.
In his article on the schema theory in the area of reading, Shuying An explains that "written text does not carry meaning by itself. Rather, a text only provides directions for readers as to how they should retrieve or construct meaning from their own previously acquired knowledge" (2013, p. 130). The previously acquired knowledge structures are called schemata. When students struggle to understand text because of a lack of prior knowledge, scaffolds can be helpful. As Figure 1.2 illustrates below, these scaffolds can be in the form of pictures, manipulatives, and graphic organizers. Not only does Growing Dendrites contain leveled reading passages about curriculum content to support a wide range of student needs, but it has built in scaffolds as well to enhance and support student learning. For every topic there are videos, pictures, interactive activities or participatory computer simulations, and additional resources to extend learning beyond the app.
Figure 1.2
As the quote about comprehension demonstrates below (Figure 1.3), reading is not a simple task. It is a highly cognitive experience, and in order to do it successfully students have to rely on their knowledge of language, topics, and cultural understanding. Knowing that many children are missing one or all of these components in their lives is what sparked the idea for Growing Dendrites. The goal of the application is to bring learning to life for children, to strengthen their vocabulary, and to provide them with real-world tasks and interactive activities. In this way all children, regardless of their socioeconomic status, have access to information that is suited for them and their individual needs.
Figure 1.3
The schema theory as it pertains to reading was the driving ideological force behind the Growing Dendrites application. According to Anderson et al., it is a theory that is centered on the belief that "every act of comprehension involves one's knowledge of the world as well" (as cited in Wasilewski, 2009, para. 13). The Growing Dendrites app is specifically designed to bring the world to students by way of their tablets and mobile devices. The acquired knowledge can then be used to assist with comprehension practice within the app and beyond.
Still, the schema theory is not the only ideology involved. Another significant component of the app's design is constructivism. It is a worldview which supports the idea that learning is an active, constructive process. On Growing Dendrites, students do not just read through pages of information on a topic. Instead, they receive kid-friendly passages that are tailored to meet their needs and get straight to the point. Students are actively involved in answering comprehension questions about what they read and participate in a number of interactive activities or projects. We at Growing Dendrites know that far too many classrooms still operate in a traditional manner where the teacher acts as the "sage on the stage" instead of as the "guide on the side." Our aim is for the students and teachers using our app to have consistent interactions to those seen in Cartoon B in Figure 1.4 below.
Still, the schema theory is not the only ideology involved. Another significant component of the app's design is constructivism. It is a worldview which supports the idea that learning is an active, constructive process. On Growing Dendrites, students do not just read through pages of information on a topic. Instead, they receive kid-friendly passages that are tailored to meet their needs and get straight to the point. Students are actively involved in answering comprehension questions about what they read and participate in a number of interactive activities or projects. We at Growing Dendrites know that far too many classrooms still operate in a traditional manner where the teacher acts as the "sage on the stage" instead of as the "guide on the side." Our aim is for the students and teachers using our app to have consistent interactions to those seen in Cartoon B in Figure 1.4 below.
Figure 1.4
The Need:
There really is a strong need for the Growing Dendrites application, and it goes beyond the nationwide struggle with getting students to learn how to comprehend text based on their prior knowledge. Nothing else exists like it on the market today in the United States. The Encyclopedia Britannica for Kids app does not offer leveled reading passages. Instead, they provide lengthy articles that are "one size fits all." Parents and educators know that is ineffective for a great number of children. The app also lacks interactive activities that genuinely activate critical thinking. Other apps are tailored only to a single, specific topic such as animals or use animated cartoons to explain concepts. There is definitely a place for animation, and Growing Dendrites has it, but students also need real photographs and video footage as often as possible to make their learning more authentic.
References:
National Center for Education Statistics. (2011). Findings in brief: Reading and mathematics. Retrieved from https://nces.ed.gov/nationsreportcard/pdf/main2011/2012459.pdf
The Nation's Report Card. (2015). Mathematics and reading assessments. Retrieved from http://www.nationsreportcard.gov/reading_math_2015/#reading?grade=4
Wasilewski, J. (2009). Contemporary understanding of the reading process and reading strategies using by ESOL learners while reading a written discourse. Humanizing Language Teaching, 11(4). Retrieved from http://www.hltmag.co.uk/aug09/mart02.htm#C4
Yu, S. (2013). Schema Theory in Reading. Theory and Practice in Language Studies, 3 (1), 130 - 134. Retrieved from http://www.ojs.academypublisher.com/index.php/tpls/article/view/tpls0301130134/6206
National Center for Education Statistics. (2011). Findings in brief: Reading and mathematics. Retrieved from https://nces.ed.gov/nationsreportcard/pdf/main2011/2012459.pdf
The Nation's Report Card. (2015). Mathematics and reading assessments. Retrieved from http://www.nationsreportcard.gov/reading_math_2015/#reading?grade=4
Wasilewski, J. (2009). Contemporary understanding of the reading process and reading strategies using by ESOL learners while reading a written discourse. Humanizing Language Teaching, 11(4). Retrieved from http://www.hltmag.co.uk/aug09/mart02.htm#C4
Yu, S. (2013). Schema Theory in Reading. Theory and Practice in Language Studies, 3 (1), 130 - 134. Retrieved from http://www.ojs.academypublisher.com/index.php/tpls/article/view/tpls0301130134/6206
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