Embedding Information and Communication Technology in Reading Skills Instruction: Do Slow Learners Special Needs Ready for it?

Abstract

Current literature suggests a lack of empirically validated tecqnique in teaching reading skills especially among slow learners. The current study implemented a single subject design to investigate the effect of direct instruction in single-word reading on the performance of students with special needs who use augmented reality materials. Findings revealed that after using the
LitAR module during the treatment sessions, the scores increased for the slow learners (95.0) and this shows that slow learners are prominent to the treatment after undergoing the treatment session using the LitAR module. Results provide evidence of augmented reality application for slow learner students is an effective solution to improve reading skills performance.