Engaging students in reading instruction and
assessment
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TRAINING SESSION
Welcome to Kahoot!
Kahoot! Is One Of The World’s
Fastest Growing Learning Brands
Loved In Over 180 Countries, Our Free Game-Based
Platform Enables More Meaningful, Playful And
Powerful Experiences, In Classrooms And Beyond.
Here's how
 Stimulates collaboration and social learning.
 Engages the heart, hand and mind for deeper pedagogical
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impact. We call this connected learning.
Zero setup time, no player accounts required and simple
one-click gameplay.
Create your own Kahoots in minutes or choose from
millions of public ones made by our global community.
Connect and play with others from over 180 countries in
realtime.
Works on any device with an Internet connection, in any
language, for any subject or age group – from kindergarten
to college and beyond.
It’s free to create and play (and always will be!).
Would you like to see this type of
enthusiasm when it’s time for a quiz?
Kahoot! Tutorials
Are you ready to play?
 Go to https://kahoot.it/#/ and let’s play.
Let’s share ideas. How can I implement
Kahoot! and Quizlet in the classroom?
Acknowledgements
 Study Everywhere! © 2015 Quizlet Inc.
 Kahoot! Presentation templates from Octavia Hirst (Kahoot!)
Some photos are public domain, courtesy of Windows Live Photo Gallery
 http://insertmedia.office.microsoft.com
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 Children_around_the_world_for_wiki.JPG
 discussion.jpg. MovingtoDisqusComments
 Quizlet teacher pencil drawing courtesy of Alex Cliett
A sample of research supporting the use of apps
for reading instruction and assessment
 Ainley, M. (2006). Connecting with learning: Motivation, affect and cognition
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in interest processes. Educational Psychology Review, 18(4), 391-405.
Carnahan, C. R., Williamson, P. S., Hollingshead, A., & Israel, M. (2012). Using
technology to support balanced literacy for students with significant
disabilities. Teaching Exceptional Children, 45(1), 20-29.
Coiro, J. (2003). Exploring literacy on the internet reading comprehension on
the internet: Expanding our understanding of reading comprehension to
encompass new literacies [Exploring Literacy on the Internet department].
The Reading Teacher, 56(5), 458-464.
Crisp, G. (2010). Interactive e-assessment-practical approaches to constructing
more sophisticated online tasks. Journal of Learning Design, 3(3), 1-10.
Irving, K. L. (2006). The impact of educational technology on student
achievement: Assessment of and for learning. Science Educator, 15(1), 13-20.
More research
 Järvelä, S., Veermans, M., & Leinonen, P. (2008). Investigating student
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engagement in computer-supported inquiry: A process-oriented analysis.
Social Psychology of Education: An International Journal, 11(3), 299-322.
doi:http://dx.doi.org/10.1007/s11218-007-9047-6
Morgan, B. (2010). New Literacies in the Classroom: Digital capital, Student
Identity, and Third Space. International Journal of Technology, Knowledge &
Society, 6(2), 221-239.
O'Brien, D., & Scharber, C. (2010). Teaching old dogs new tricks: The luxury
of digital abundance. Journal of Adolescent & Adult Literacy, 53(7), 600-603.
Pitcher, S. M., Albright, L. K., DeLaney, C. J., Walker, N. T., Seunarinesingh,
K.,Mogge, S., Headley, K.N., Ridgeway, V.G., Peck, S., Hunt, R., & Dunston,
P.J. (2007). Assessing adolescents' motivation to read. Journal of Adolescent
& Adult Literacy, 50(5), 378-396. doi:10.1598/JAAL.50.5.5
Unrau, N., & Schlackman, J. (2006). Motivation and its relationship with
reading achievement in an urban middle school. Journal of Educational
Research, 100(2), 81-101.
More research
 Usher, A. (2012). What nontraditional approaches can motivate
unenthusiatic students?. Center on Education Policy. Retrieved from
http://www.cepdc.org/publications/index.cfm?selectedYear=2012
 Wall, J. E. (2004). Assessment and technology-allies in educational reform:
An overview of issues for counselors and educators. Measurement and
Evaluation in Counseling and Development, 37, 112-126. Retrieved from
http://search.proquest.com/docview/195599921?accountid=13657
 Wigfield, A., Guthrie, J. T., Perencevich, K. C., Taboada, A., Klauda, S.,
McRae, A., & Barbosa, P. (2008). Role of reading engagement in mediating
effects of reading comprehension instruction on reading outcomes.
Psychology in the Schools, 45(5), 432-445 doi:10.1002/pits.20307