me

My name is Marinou Eirini and I have been teaching Information and Communication Technologies for the last 18 years.  The school I serve is the 14th Primary School of Acharnes and is located in an economically deprived area of Athens, Greece. The population of the school consists of both Greeks and foreigners but without any particular language comprehension issues. However, we have many children with learning difficulties and behavioral problems, who need parallel support from a separate teacher. The above difficulties and the challenges of our time act as a strong motivation for all of us teachers who try to improve the problems of the school by participating every year in many European Erasmus+ programs and empowering our students with innovative actions in environmental education and sustainability, health education, nutrition and digital literacy.  

I would like to present to you the study I carried out in 2 different sections of the school on "Differences in the effect of books in physical and recorded form, on the understanding of punctuation marks and the change in color of voice". -The students who participated were 8 years old in class A 10 boys and 12 girls, while in class B 11 boys and 12 girls. In all 2 classes there were one boy and one girl with learning difficulties and dyslexia. The scenario was implemented as follows: The book was distributed in physical form to the students of class A and after reading it, comprehension questions were asked about maternal love, the expression of emotions and the acceptance of diversity.  In class B, the book was initially given to the students and then read by the teacher and listened to recorded by a professional actor. Finally, students of all 2 classes were asked to complete a worksheet that was missing punctuation and some basic words related to ... So what we recorded was that the degree of comprehension of the text and the necessity of proper use of punctuation was clearly improved in group B.