Trang 1 HONG DUC UNIVERSITY FACULTLY OF FOREIGN LANGUAGES --- HOÀNG THỊ THỦY AN INVESTIGATION INTO PRIMARY STUDENTS’ PERCEPTION IN USING KHAN ACADEMY KIDS FREE EDUCATIONAL SOFTWARE FO
INTRODUCTION
1 The rationale for the study
According to Benson (2011; Hafner (2014); Lai & Gu, (2011) pointed that: ―First of all, the explosion of technology has created an essential lever for English language teaching and learning in countries where learners have a bit of an environment to communicate in the target language in their daily lives‖
According to Barton, Potts, (2013) the world of technology allows learners to not only interact with the target language by Hafner, Chik, and Jones (2013) but also engage with the online community in that language role what the speaker says (Warschauer, 2002) Because of the changing roles and approaches of learners, teachers and educators alike need planning and guidance to help learners make the most of these learning opportunities
In Vietnam, Le Van Canh et al., (2015) pointed out technology is also seen as a tool to help innovate the quality of English teaching and learning With the widespread implementation of the Project on Teaching and Learning English in the national education system in 2020, training institutions have provided equipment for teaching and learning English, opened training courses for teachers and put technology into practice to support students' English theory and practice
As students revise and edit their work for publication, they reinforce their understanding of excellence Students in ELA classrooms read texts assigned by their teachers and those that interest or inspire them While it is critical to provide students with support in closely reading complex texts and shared texts, it is also vital for students to have a choice in reading materials that interest and engage them
ELA teachers focus on their content with particular attention to and care for the whole child High-quality standards-based instruction in ELA is critical for ensuring success in college and careers however it will only fulfill
2 its potential in classrooms where students feel safe, healthy, supported, challenged, and engaged by Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science and Technical Subjects (June 2, 2010)
Furthermore, Native English students learn English from native English teachers in English-speaking countries This subject focuses on reading, writing, linguistic (communication skills) & syntax Students are expected to develop reading comprehension, writing skills, grammar, and semantics, they become the focal point of lessons
The following two share the same principle, both teach non-English- speaking students they only differ in syllabus content, place, and the reason why the language is learned
It is evident that in Vietnam, we are mainly teaching and learning English in non-language environments Hence, reading is the primary source to gain knowledge of language and life as well as to develop other skills However, many primary learners of English are not interested in learning reading They always think that reading is the least important skill as it does not help learners directly communicate In contrast, learners also complain that reading always makes them feel bored and stressed Following this, it can be concluded that our students lack practical applications to learn and study However, the app is one of the most important factors affecting the results of learning English reading Students with helpful apps can learn English better than those who do not Therefore, one of the first duties of English teachers and parents is to find a practical application for us
Because of the above reasons, I do my research on “ An investigation into primary students’ perception in using Khan Academy Kids free educational software for learning English reading skills”, hoping to find out some solutions to better the current situation of teaching and learning English
3 reading skill and hoping to help learners, even parents in general and those at school in particular in their studying
The study aims at the following concrete targets:
► Understanding primary students’ habits of using Khan Academic Kids in learning English reading skills
► Conducting to investigate the students' perception of using Khan for improving their English reading skills
The study is conducted to find out the answer to the following questions: Question 1: What are the primary students’ habits of using Khan Kids to improve English reading skills?
Question 2: How do the students perceive the advantages and disadvantages of learning English reading skills?
Due to limited time, and ability, in this research, the author would like to focus on the content of using Khan Academic Kids free educational software: students’ perceptions of using the app Besides, the topic is limited to studying the advantages and difficulties perceptions that students face when learning to read English, the strategies that students use to improve their English reading ability for 50 elementary students
We study the associated materials to meet the study's objectives, which is a technique for establishing the study's theoretical basis Survey questionnaires and interviews are used to collect data for study analysis and debate The data collection findings of survey questionnaires on primary students were analyzed using the quantitative approach
The research is divided into three parts:
4 ֍ PART I: INTRODUCTION - shows the rationale, aims, scope, significance, and design of the study ֍ PART II: DEVELOPMENT - (the main part of the study), content includes 3 main chapters:
♦ Chapter 1: Literature review, includes an overview of the research situation on the theory of students perception, the theory of reading, the theory of Khan Academic Kids free educational software
♦ Chapter 2: Methodology, provides contexts of study, participants, instruments, and procedure
♦ Chapter 3: Findings and Discussions ֍ PART III: CONCLUSION – shows the conclusion, references, and recommendations for further study
DEVELOPMENT
LITERATURE REVIEW
Perception is man's primary form of cognitive contact with the world around him As all conceptual knowledge is based upon or derived from this primary form of awareness, the study of perception has always had a unique significance for philosophy and science Unfortunately, the exact nature of perception has never been adequately defined or conceptualized, with the result that those who attempt to study disorders of cognitive function do not always know whether a disturbance of cognition is due to a defect in a sensory, perceptual, or conceptual process (Efron, 1969, p.137)
Perception is one of the most important psychological aspects because by perception we know about the kinds of phenomena which exist in our environment People have different perceptions of an object It can be positive or negative ways Perception is automatically related to the certain nature of a human being, which is his or her psychological features Perception is a process that starts from the sense of an organ That is a process related to the acceptance of information by the human brain that is said that during the process a person continually interacts with his or her environment (Slameto,
2010, p.102) While Mulyana (2007, p.179) stated that perception is an internal process that enable us to choose, organize, and interpret the stimuli from the environment, those process can influence our manner Moreover, perception is the impression of a person to a particular object which is influenced by internal factors, such as behavior under the control of personal and external factors, such as behavior influenced by circumstances outside (Depdiknas, 2003)
In the present study, the researcher construes perception related to improving English reading skills as personal knowledge and judgment value
6 about improving English reading issues In other words, perception is ideas that primary students hold and think that they are true about improving English reading
Kurniawan (2015) indicated that many basic principles should be known in learning English so the exchange between teachers and students will be effective, those are a Perception is relative, not absolute
It means that the perception of someone or a group is different from others The perception sometimes will be different even though they talk about the same things The teacher can predict students' perceptions better in the next lesson by knowing this from the previous lesson being taught b Perception is selective
It means that the perception that is given by someone or a group comes based on their attention It depends on their brain or motivation about the object c Perception has an arrangement
It means that the perception of someone is an arrangement of an object
It is influenced by their brain, motivation, experience, etc For example, someone may be will have a negative perception of English lessons because of their bad experience related to English itself In other words, the arrangement of the object can give influence the perception of that object d Perception is influenced by hope and readiness
Hope and readiness of a person will determine which messages will be selected for admission, laid out, and how the message will be interpreted
Primary students are the main and the most important resource in the teaching and learning process Primary students can learn from teachers, and
7 friends and even improve reading skills All of the learning process always begins with perception
Students' perception is the process of preferential treatment of students toward information they get from an object, this study is using Khan Kids free software for learning English reading skills for primary students Through experience with their application using, students can give their perceptions about it
According to Ravinder Sandhu (2003), reading is defined as a cognitive process that involves decoding symbols to arrive at a meeting Reading with a purpose helps the reader to direct information towards a goal and focuses their attention Although the reasons for reading may vary, the primary purpose of reading is to understand the text Reading is a thinking process It allows the reader to use what he or she may already know, also called prior knowledge During this processing of information, the reader uses strategies to understand what they are reading, uses themes to organize ideas, and uses textual clues to find the meanings of new words
Furthermore, Diane Henry Leipzig (2001) defined reading as a multifaceted process involving word recognition, comprehension, fluency, and motivation Learn how readers integrate these facets to make meaning from print Reading is making meaning from print It requires that we:
+ Identify the words in print - a process called word recognition
+ Construct an understanding from them - a process called comprehension
+ Coordinate identifying words and making meaning so that reading is automatic and accurate - an achievement called fluency
1.3 Overview of Khan Academy Kids free educational software
Khan Academy Kids (figure 1) is a free app for early learning from the Duck Duck Moose and Khan Academy team in partnership with the Stanford Graduate School of Education It features a huge activity database that addresses learning themes from Head Start Early Learning Outcomes Framework and Common Core State Standards Content includes activities in math, ELA, executive function, social-emotional learning, and creative expression After teachers provide and confirm an email address, they can create a separate user account with the name, age, and avatar of each student Students then sign in with a unique class code to meet and play with friendly animal guides Then activities are automatically presented according to age and past performance
Topics rotate among math, ELA, logic, and SEL in the form of games, videos, and books, with opportunities for exploration and creative expression After completing activities, students choose a prize to add to their animal friends' collections; they can even visit each animal's house and dress up their animals Students and teachers can browse and choose activities by topic or type and the difficulty from four levels Teachers can also search for activities by Common Core or Head Start standards, and assign individual activities There's some limited feedback for teachers that shows which topics students have completed and which ones they're still working on
Figure 1: The main interface of the Khan Academy Kids educational app
Khan Academy is funded by organizations such as Google, Carlos
Slim, AT&T, Bill & Melinda Gates Foundation & Elon Musk
This app has 5 funny characters accompany your baby in Khan
Bear (Kodi) Elephant (Ollo)Bird (Peck)Weasel (Reya)Fox( Sandy)
In Khan Academy Kids, five original animal characters encourage children to think, play, learn, and persist The character set is inspired by animals from around the world We designed them to begin to introduce the theme of celebrating differences Kodi is a Kodiak bear from North America, Reya is a red panda from Asia, Peck is a bird from South America, Sandy is a dingo from Australia, and Ollo is an elephant from Africa
The diverse personalities of the characters show children how differences can make for good friendships even though there can be challenges at times We celebrate Kodi who is an eternal optimist and fair, Reya who is confident and quiet, Peck who is always excited and often
10 impulsive, Sandy who is a free spirit and sometimes misunderstood (as a dog or wolf instead of a dingo), and Ollo who is dependable and emotive
Figure 2: 5 funny characters in Khan Educational Kids
They guide the learning experience
The characters guide students as they learn through interactive lessons, books, animated videos, and creative activities They introduce lessons on topics like reading, language, counting, and geometry, and appear throughout the interactive learning experience
Our main guide character, Kodi, helps students learn with instructions, helpful tips, encouragement, and reinforcement of the learning concepts Educational experts and teachers scripted the language used by the characters to teach concepts and encourage students to keep learning with a growth mindset As an example, instead of just giving students affirmation when they get the right answer (e.g., ―Yay!‖, the characters often praise what the child has done (e.g., ―You traced the letter D.‖)
Figure 3: The main guide characters
They teach social-emotional lessons
METHODOLOGY
This chapter introduces the context of independent elementary school students where the research was conducted Then, the research method selected to achieve the objectives and objectives will be discussed in detail
The present study is survey research, which is asserted to be a very valuable tool for assessing thoughts, beliefs, feelings, and behaviors (Mitchell
& Jolley, 2012, p.276) Moreover, survey research is to gather and describe the characteristics, attitudes, views, opinions, perceptions, and so forth of students sophomores who are important to a study It adopts a mixed-methods approach in which the data collection involves gathering both numeric and text information so that the final database represents both quantitative (questionnaires) and qualitative (interview) information (Creswell, 2003, p.20)
This research employed a qualitative case study approach Baxter & Jack (2008) define qualitative case studies as a research method that facilitates the exploration of a phenomenon in its context through the use of multiple data sources, ensuring that the problem is not explored from a single perspective but from multiple perspectives, which will reveal the phenomenon's many facets It is consistent with the purpose of the study, which is to investigate the perceptions of primary students regarding the use of Khan Academic Kids as improving English reading skills
For research purposes and at the same time, to facilitate data collection and analysis, a sample of 50 elementary school students 2 who are studying in public and private elementary schools, or at home The selection is to ensure the reliability and validity of the results because they have been representative of the entire population Results can be generalized from the sample to the entire population of students
The reason I choose them is that they were selected to participate in completing survey questionnaires and informal interviews Moreover, the selected teachers not only have knowledge of English but also have a lot of experience in teaching and learning English, and students do not have much knowledge and go along with students who have a certain level of proficiency
To obtain rich, in-depth data for the study, different types of research tools were used: surveys questionnaires for teachers, and students, and interviews Qualitative data is obtained from interviews while quantitative data is collected from survey questionnaires Due to the limited time budget, the two methods are expected to provide validity and reliability This section is used to demonstrate why research instruments are suitable for research and instrument development purposes
Wilson and Mc Lean (1994 ) complemented this tool with its great benefits such as "providing structured, numerical data that can be managed without the presence of the researcher, and are often easily analyzed." This
"important tool for data collection" (Gajendra, 117 1999) seems to be the easiest and most effective method for data collection Therefore, a set of survey questions designed for English language teachers and freelance learners includes both open-ended and closed-ended questions It is divided into different sections with questions as shown in the survey
The survey questionnaire (Appendix A) not only explored statistics but also searched for qualitative information The questionnaire was distributed through a Google form that consists closed - ended questions using the four-Likert scale (Strongly agree, agree, disagree, and strongly disagree) and multiple choices
The first 5 questions are about students' general information including their gender, age year of study, and the devices and scoring the term’s test and students' accessibility to the Khan Academic Kids application before
The next 3 questions (questions 6-8) are about primary students using Khan Kids to learn English reading Question 6 is about the frequency of students using Khan Kids to learn English reading; question 7 is about how much time students spend using the Khan Academic Kids application to learn English reading
Question number 8 uses the four - Likert scale (strongly agree, agree, disagree, and strongly disagree) and is divided into 13 statements to ask about primary students’ perceptions of using Khan Academic Kids to learn English reading The statements from 8.1 to 8.3 are about students’ perceptions of the positives of using Khan for learning English reading skills The statements from 8.4 to 8.7 are about students' perceptions of the benefits of using Khan for learning English reading skills The statements from 8.8 to 8.10 are about students’ perception of the usefulness of using Khan for learning English reading skills The statements from 8.11 to 8.13 are about students’ perceptions about attitudes towards the use of Khan for learning English reading skills
Question 9 (from 9.1 to 9.4) is about primary students’ perception of the difficulties in learning reading Khan Academic Kids
In Kvale's view, qualitative interviews are "an attempt to understand the world from the subject's point of view" (Kvale, quoted in Gajendra, 1999) This is why they were chosen as second tools for research Interviews with primary students were chosen and conducted to clarify and support the data obtained through the survey questionnaire
Regarding the students’ perceptions of Khan Kids usage as digital tools in learning English reading at home, the researcher identified four significant
18 questions to understand more about their perceptions to learn English reading, namely: (1) How do you often use Khan Academic Kids to learn English reading at home?; (2) How many years have you been studying English? ; (3) Have you used Khan Academic Kids before? ; (4) Do you think Khan Kids is the best tool for learning English reading skills?
These various types of data collection provide multiple venues for capturing, comparing, and contrasting the participants’ perceptions
Collected data is analyzed according to different processes:
* For the questionnaire: Data were processed by descriptive statistical analysis Collected data is first calculated, analyzed as a percentage, and grouped into different categories To present the data clearly and simply, useful tools, specifically charts, and tables were then used to compare and contrast the figures
* For interviews: The interviews were taken notes and the author used textual information Item analysis was used to gain the findings from the interviews
FINDINGS AND DISCUSSIONS
Habits of using Khan Academic Kids in Learning English Reading (Section B)
3.1 Habits of using Khan Academic Kids in Learning English Reading (Section B)
Students’ accessibility to Khan Academic Kids free educational software before any English course
Regarding primary students' comfort level with Khan Kids before any English course, the second sentence question requires The majority of students knew about and had used the Khan Kids software to learn other courses/ skills at a rate of about four-fifths of the total student population The remaining primary students did not know and even did use any software to support or enhance their reading
Figure 2 Students’ accessibility with Khan Academic Kids software
To clarify their choice, many students shared that they had heard and seen advertisements about applications or digital tools that assisted learners in reading English, especially the Khan Academic Kids application on platforms such as Facebook, and YouTube They shared their experiences in the interview
"As my English is quite bad, especially my reading skills, I always find English applications to improve this My mother really like new applications, so she follows them and searches the Internet She surfed the websites on Facebook and watched an advertisement reviewing Khan, an application that combines new technology with funny characters inspired by animals around the world With features such as Math, ELA, Videos, Songs, Letters, Reading, and the like I had known about Khan Academic.‖ (I-Std1)
The frequency of students’ using Khan Academic Kids in learning English reading
Data from the survey on the frequency of using Khan Kids for learning English reading can be observed from the shown percentage (Figure 3) It
Accessibility with Khan Academic Kids free eductaional software
23 indicates that the bulk of primary students have been using Khan Kids for quite some time
Figure 3 The frequency of primary students’ using Khan Academc Kids
There are 50 primary students in all, and it is clear that 23 of them have always used Khan Kids for learning with 46 % Twenty more primary students out of the 50 used Khan Kids frequently (or ―usually‖) 40%, and the other individuals used it sometimes, nearly 14% Nearly all primary students used Khan reading software after being introduced It is possible to infer from the statistics that the primary students involved in this study have used Khan Kids on average regularly since its introduction
The frequency of using Khan Academic Kids
How much time primary students spend using Khan Academic Kids app to learn English Reading
Figure 4: Timetables of using free educational Khan Academic Kids
Looking at the details from the pie chart, almost the students spent 15 minutes per day using free educational Khan Kids and learning English reading, and it had the highest percentage of timetables The second figure accounted for 30% every day, and the third position is 4 times per week at 20% While others became the lowest proportion of timetables – at just 1% Through the interview, some students shared about their Khan Kids usage time in learning English reading, as follows:
"Since there isn't a lot of schoolwork, I utilize Khan Kids every day to improve my reading abilities I would spend 20 minutes a day studying the brief passages, after which I would listen to them and reread them to improve my ability to read fluently like the reader and respond to short questions about the chapter I thus needed an hour to finish my lesson The Khan Kids app is a practical remedy ( I- Std 2)
Timetable of using free educational Khan Academic Kids
3.2 The perceptions of the advantages of using Khan Academic Kids for learning English reading
Regarding the students’ perceptions of Khan Academic Kids Usage in improve to learn English reading, there are four themes related to the benefits of using Khan Kids in learning English reading: (1) enhancing primary students’ positive in using Khan; (2) providing a range of usefulness (PU) in using Khan for learning ERS; (3) effectiveness of Khan Academic Kids usage to improve reading skills
Theme one: Enhancing primary students’ positive in using Khan Kids
Table 3.2 Students’ perceived positive in using Khan Kids free educational software
No Statement Strongly agree Agree Disagree Strongly disagree 8.1
It easy for find materials in Reading 32 12 4 2
Having a lot of materials available on Khan 23 20 7 Z
Having a range of features I need in Khan
Kids software made it easier for me to learn
English reading than using other applications with single feature
With an amazing amount- a hundred percentage participants responded to the third statement regarding the positive of using Khan Academic Kids as a result of its various features
This is evidenced by the questionnaire results, the first statement which more than half of the participants strongly agree (64%) with 32 participants, and 12 participants (24%) state firmly agree, but only 6 participants accounting for 12%) choose ―strongly disagree‖ and ―disagree‖ about this statement
It is then followed by the second statement, which states the features of materials available This statement elicited the responses that over two-fifths of the total participants (46%) choose to ―strongly agree‖ Besides, the states have 20 participants (40%) who choose to agree with this statement There are no students who choose‖ strongly disagree‖ or ―disagree.‖
The third statement brings progress signs that there are 19 participants (38%) who strongly agree and 23 participants (46%) who declare that they
―agree‖ with it Even though accounting for 14 % of participants include 7 participants disagree and 1 participant (2%) strongly disagree This demonstrates that the majority of participants have favorable opinions about the Khan Kids of using easier than other applications
Some instances of students choosing and commenting on these features from interviews are as follows:
―Khan Kids, in my humble view, is a highly effective learning tool for me This is especially true for my literacy skills since the program is designed with readings and a variety of tasks to keep us from becoming bored while learning to read.‖(I-Std 1)
― For personally, the software has a divided program architecture from basic to advanced, which is easy for me to get used to and keeps me from feeling overwhelmed It is also easier and faster to utilize compared to various programs, in my experience.‖(I-Std 2)
Theme two: Providing a range of usefulness (PU) in using Khan for learning English reading
Table 3.3 Students’ perceived Usefulness (PU) in using Khan for
No Statement Strongly agree Agree Disagree Strongly disagree 8.4
Khan Kids makes me funny and enjoy the reading progress
Khan Kids encourages me to learn and reduce my reading
I am interested in learning reading skills through Khan
8.7 Khan Kids is a great tool for English reading skills at home
The fourth statement is regarding one of the benefits of using Khan Kids which makes students funny and exciting in the reading process The majority of participants responded positively, with over 60% of the overall choosing to strongly agree Nearly a quarter of participants 24%) choose to agree Nonetheless, there is five and one in ten students chose to disagree and strongly disagree with 10% and 2% respectively This indicates that the
28 majority of participants give positive responses about the effect of using Khan Academic Kids
The fifth statement says that Khan Academic Kids’ free educational software which encourages primary students to learn and reduce anxiety about reading receives a reasonably positive response There are approximately 28 participants, accounting for nearly 60%of overall who chose to strongly agree With 15 students (30%) choose to agree While the 2 criteria: disagree and strongly disagree have a low rate at just under 10%
The sixth statement says that almost all students are keen on learning reading skills through Khan Kids software This was broken down into 42 participants (84%) who strongly agree and 8 participants (16%) who agree with this statement Especially, there are no participants who choose ―strongly disagree‖ or ― disagree‖
CONCLUSION AND RECOMMENDATION
Conclusion
After analyzing the data collected from different instruments and through the discussion of the findings, the conclusions of the study can be drawn as follows
This main goal is to use Khan Academic Kids' free educational software to apply to teachers' reading teaching methods as well as to promote students' reading development in the curriculum at school or home From there, it is proposed to use software applications for reading skills From the main goal, the author also examined the techniques used in lessons at school and at home to improve students' English reading efficiency, as well as teachers can apply them most optimally The results show the current status of teachers' reading instruction and the effectiveness of students after using this software
It is clear from the improvement of the results that the application of the software has motivated the students to develop a better reading mindset and develop a habit of preferring to learn English.
Recommendations
In addition to the above-analyzed data, I will clarify how to use it for teachers, students, and even parents when using the Khan Academic Kids free educational software application for accuracy and appropriatenessmore relevant and effective when applied to developing reading skills:
Actually, Khan Academy Kids engages — primary students in a learning journey designed in collaboration with learning experts at Stanford University, and aligned with the Common Core State Standards Students love the engaging, interactive, and fun learning experience, quickly endearing themselves to the five characters and their diverse interests With the help of the guide character Kodi bear, students can navigate the app completely
35 independently And rest assured, everywhere students tap leads to an educational experience
Firstly; they can easily set up their class
Set up all the students in your class quickly and easily After creating your class, you’ll have a unique Class Code, which you can find in your Teacher Settings Students can use this Class Code to sign in to your class in seconds
You can edit student information from your teacher view in the Khan Kids app Go to the Students tab and select a student name to edit a student’s name, avatar, or their learning level The level you select will serve as a starting point for their personalized Learning Path, which will adapt to meet their skill level for different topics When students sign in for the first time, all they have to do is press the big play button to begin their learning journey!
Figure 6 Setting up class and class code Secondly; they will search for lessons by standard
Our content is mapped to the Head Start Early Learning Outcomes Framework and Common Core State Standards This will make it easy for you to select lessons that fit with your teaching plans Use the dropdown
36 menu to search for the standard you'd like to address, and we'll pull up a selection of lessons for you to assign to your class
Next; they can create assignments
Teacher Tools allow teachers to quickly find lessons to reinforce key skills that are being taught in class As you browse through the tabs at the top of the screen—Letters, Reading, Math, Logic+, Books, and Videos—you’ll find lessons for each letter of the alphabet, for numbers 1-20+, for patterning, sight words, phonemes, shapes, word problems, and so much more Teachers can tap any lesson to assign When the assignment has been created, students will see a heart icon that indicates new assignments are waiting for them!
And now, differentiation is easier than ever—teachers can assign lessons to the whole class, to an individual student, or to a small group Lessons are clearly labeled according to their level: Main, Practice 1, Practice
2, and Basic Start by assigning the Main lesson, and then assign the Basic version to students who need extra support, and Practice lessons to students who are ready for a challenge
Figure 8 Creating Assignments Finally; they can monitor student progress with in-depth reports
Our progress reports are newly refreshed to help you meet students at their level We’ve added new information so you can identify student needs at a glance, and we’ve added new features that make it easy for you to respond to this information in real time Find these reports in your teacher view by selecting the Students tab and tapping Class Reports
You’ll see two different reports: an Assignments report and an All
Progress report The Assignments report only shows lessons that you or your co-teacher have assigned The All Progress report shows every lesson that students have completed This includes their completed assignments, activities they've completed in their Learning Path, and any lessons they've played through in the Library The All Progress report combines this information so you can see students' overall progress to learning domain
Tap a lesson on the left side of the screen to assign, edit, or preview Tap a student score to view each past attempt and the corresponding score history You can also now email these reports to your desktop computer for easy viewing, or email individual student reports to parents for an academic update
Figure 9 Monitoring students progress with in - depth report
The Path to Reading: What you need to know about how children learn to read?
Figure 10 The characters with the Path to Reading
For students, students can learn at school as well as at home or anywhere The application provides 5 outstanding sections to help students
39 have more flexibility in developing reading skills in the most optimal way and forming a habit of loving reading more:
Pre-literacy: the period of time before a child begins to read or write
Phonics: the connection between letters and sounds
Fluency: reading naturally, while paying attention to meaning
Comprehension: understanding and thinking about what you read
Reading routines: developing lifelong readers
In addition, the children will have their own reading learning path prepared by the software in advance, and they will complete it in turn the final destination will be able to read fluently, and form thinking and understanding content of the story
The first thing you will get acquainted with is Vowel Sounds:
40 Then; we will move Consonant Blends part:
The next part is Sight Words:
- Firstly, students will have access to the Early Reader section
- The next part is Stories Lessons
- And finally, Stories with people
In addition to teachers and students using Khan Academic Kids software, parents can also use it If parents do not have an English background, they can also start with the same route and study with their children while developing reading skills and then forming other skills For parents who already have a foundation in English, they can also become their child's teacher at home or become their child's classmate, helping them become more interested and motivated
And one more indispensable thing is that teachers, students and parents are always worried: Will there be Internet problems when using Khan Kids software?
In addition, the app also has an Offline feature when the children do not have an internet connection or parents do not want the child to be distracted by networked content applications such as Youtube or Tiktok, which can disconnect the Internet and let the child study offline available on machine with themes‖
Stories Books about the emotional senses Story
Alphabet Cardinal number Read Logic
Figure 11 The status of parents congratulation
+ Open the Academy app on your phone or iPad, go to the Library section, parents will help your child choose scheduled lessons and guide them to interact
+ Learning time for children on the app should be from 15 minutes to
30 minutes each time, depending on the age of the baby to avoid affecting vision
+ The school schedule should be fixed at a certain time of the day and maintained regularly throughout the week to form a habit for the child
+ Each time your child learns, he should learn many different topics and lessons, starting with a song to inspire him to participate, then with
44 lessons on the alphabet, reading, math or logic depending on the schedule of parents After studying, if you can arrange time, please review the lesson with your child, play games related to the topic that your child has just learned on the app
+ The App has printable supporting documents, which parents can use for their children to play
Figure 12 Parents and children learn and interact on Khan Academy Kids