Scaffolding Students’ Independent Decoding of Unfamiliar Text with a Prototype of an eBook-Feature

This design-based study was undertaken to design, evaluate and refine an eBook-feature that scaffolds students’ decoding of unfamiliar text. The feature scaffolds students’ independent reading of eBooks with text-to-speech, graded support in the form of syllabification and rhyme analogy and by dividing the word material into different categories based on the frequency and regularity of the word or its constituent parts. The eBook-feature is based on connectionist models of reading and reading acquisition and the theory of scaffolding. Students are supported in mapping between orthography and phonology, in identifying the relevant spelling patterns and in generalizing, thereby supposedly strengthening their decoding skills. The prototype was evaluated with Danish students in the second grade to see how and under what circumstances students can use the feature in ways that strengthen their decoding skills and support them in reading unfamiliar text. The students’ interaction with the feature was analysed to determine whether the scaffold actually makes the task manageable, that is, keeps students trying to decode the orthographic material that is within their zone of proximal development and to use the support adequately. Correlations between students’ level of decoding skills and the patterns in their use of the feature were determined. It was found that most students could interact with the eBook-material in ways that the programme theory predicts are beneficial in strengthening their decoding skills. The perspectives for making reading acquisition more differentiated and meaningful for second graders in a deep orthography are discussed.