IMPACTS OF DIGITAL STORYTELLING TACTICS ON INTEREST, READING FLUENCY AND COMPREHENSION OF LEARNERS WITH READING PROBLEMS IN SOKOTO STATE, NIGERIA

IMPACTS OF DIGITAL STORYTELLING TACTICS ON INTEREST, READING FLUENCY AND COMPREHENSION OF LEARNERS WITH READING PROBLEMS IN SOKOTO STATE, NIGERIA

ABSTRACT

This study explores the Impacts of Digital Storytelling Strategies on Interest, Reading Fluency and Comprehension of Pupils with reading difficulties (PURED) in Sokoto State, Nigeria. The major problem of the study was the predominant use of conventional instructional method in teaching reading skills to primary school pupils in the study area irrespective of their learning condition. The study has a sample size of 94 pupils drawn from two primary schools. Static Group Pre-test and Post-test research design was employed for the study. Five research questions were asked, and five null-hypotheses were formulated and statistically tested at α=0.05 level of significance. t-test related, and independent samples were employed to test the null-hypotheses. Ten reading passages were selected and then converted into multi-modal forms of Digital Storytelling in form of Mp3 audio, Mp4 video and subtitles. U.G. Third Person Approach for Teacher-Generated (Content-Based) Digital Storytelling was used for the text conversion using Pinnacle Studio 19. The study finds that, significant difference was found in the level of reading interest between pre-andpost-tests of pupils with reading difficulties exposed to DSTS. Significant difference was also noted in the level of reading comprehension of PURED between urban and rural schools. However, the study finds that no significant difference exists in the levels of reading fluency between gender and school locations of the pupils exposed to digital storytelling strategy. No significant difference was also noted in the level of reading comprehension between boys and girls exposed to digital storytelling in the study area. Consequently, the study concludes that, Digital Storytelling strategy has the potential to influence the interest of PURED to actively participate in their reading activities. The strategy also enhanced the reading fluency and comprehension of the participants across gender and school location. This has broken a new ground that the strategy is amiable to both gender and location of pupils with reading difficulties in the study area. Similarly, the screening batteries of the study has proven capable for screening pupils with reading difficulties for any possible intervention. Finally, the strategy has proven to be an inclusive learning strategy that could be deployed to provide equal access to teaching and learning in an inclusive classroom setting. In this view, DSTS is recommended to stakeholders in early grade reading programme intervention in the public primary schools, to cater for pupils with reading difficulties. The study also recommends that; primary school administrators should encourage their teachers to pursue additional Multimedia literacy skills through in-house staff training. Equally, the study recommends the Curriculum developed by this study to National Educational and Research Development Council (NERDC) for possible adaptation. It is also recommended that Nigerian teacher training institutions should establish Digital Multimedia Laboratory as a human development centre to prepare teachers for the use of emerging digital media as instructional tools to carter for PURED. Lastly, Publishers of primary schools English reading materials should think of converting their books into multimedia formats for the benefits of teaming populations of pupils with reading difficulties in Nigeria.

CHAPTER ONE

INTRODUCTION

1.1  Background to the Study

Primary school education is a foundation upon which other forms of formal education rest. It is an instrument for mobility and a predicator for nation building (Olaniyan, 2008).

Federal Government of Nigeria recognised this role as contained in Nigerian National Policy on Primary Education (FGN, 2013), to among other things inculcate permanent literacy; numeracy; and for the pupils to develop effective communication skills. The policy also aims to lay a sound foundation for scientific; critical-reflective thinking; promote patriotism; fairness; and more than anything else, to instil in the child, social and moral values for national unity right at the primary educational level.

 

In achieving these objectives, Primary Education in Nigeria is given free, but, compulsory to any school-aged individual. According to the Policy, teaching strategy in the primary schools should be participatory, exploratory, experimental and child-centred with a teacher-pupil ratio of 1:35. However, despite these policy statements, teaching in the public primary schools in the study area is anything than participatory, exploratory or child-centred. The teacher-pupil ratio in rural primary schools is over 100 and close to 200 pupils per teacher in most urban primary schools. Consequently, some pupils have not been able to cope with the learning situation, which leads to considerable number of pupils to graduate to post-primary school unable to read even in their native language. The consequences of allowing these teaming populations to continue to graduate unabated, to post primary school unable to read even in their mother tongue may constitute both social and security menace. The security menace of these teaming populations of unable readers may not affect the child alone but may affect the community and the society in general. These, among many other reasons, justify the need to explore the Impacts of Digital Storytelling Strategies on Interest, Reading Fluency and

Comprehension of Pupils with reading difficulties in Sokoto State.

 

Digital Storytelling is the contemporary expression of the ancient art of storytelling. The strategy integrates the use of digital devices and appropriate multimedia software

(Erkaye, 2005; Baldwin & Dudding, 2007; Soleiman & Akbari, 2013; Nguyen, Stanley & Stanley, 2014; Abdolmanafi-Rokni & Qarajeh, 2014; Rani & Byrne, 2015). It is an emerging multimedia literacy that facilitates leaners to navigate different communication paths in classroom instruction. It also facilitates teaching in the classroom instructional purposes in the 21^st century. This was because Warchauer & Ware (2008); and Coiro, (2003) hinted that any pupil who could not access and effectively use the emerging digital literacy of the 21st century is hampered in ways like those pupils who could not read in analogue era. Inevitably the proliferation of emerging multimedia technology has changed the way teachers communicate; the way they create meaning from different textformats and even the way they teach (O’Rourke, 2005).

 

The concept of Strategy as adopted from Griffiths (2004) and (Olaofe, 2013) refers to techniques, actions, activities and tactics used during teaching. Hence, Digital

Storytelling-strategy refers to use of sequential processes of Digital-Storytelling. This Strategy emanates in the late 1980s and early 1990s to integrate Digital-technology in teaching and learning (Robin, 2008, 2015; Harrison, 2011; Gordon, 2011; Suleiman,

2011; Chung, 2007; Silver-Pacuilla, Ruedel & Mistreit, 2004).

 

Ramalingam (2006) defines interest literally, as a manifestation of a type of experience associated with attention to an object, course of action or an enduring characteristic expressed by a relationship between the learner and learning situation. Technically, Wortman, Loftus & Weaver (1999); and Ryan & Deci (2000) define interest as enduring characteristics expressed by a relationship between a pupil and a learning activity. Hidi, (2000); Renninger, (2000); Allen (2013); Jozwik, (2015); and Shaffer, (2015) identify factors that influence pupils to have interest in reading to include the materials being meaningful, relevant, and written at an appropriate level of the learner. They also identify communicating the purpose for the reading to the pupils forms another factor. They reported that reading interest has a strong positive relationship with the success of pupils both in school and life (Jones & Carol, 2011; Taylor, Frye & Maruyama, 1990; Anderson, Fielding & Wilson, 1988; Stanovich, 1986). Evidently, the interest learners attached to any class activity predicts how much they would be actively engaged to it, and how well they would contribute to class discussion, and how much the pupils ask or respond to question in the class.

 

Formally, reading was considered by psychologist to be a natural extension of spoken language (Adams, 1990), but it was recognised later that learning to read is a challenging task particularly to struggling readers. However, in the present technology driven society, the concept of reading as a skill to understand written discourse has changed to include Digital Multimodal discourse of digital literacy. Consequently, in this study, reading is considered as a set of skills that allow individuals to understand both digital and printbased information.

 

National Reading Panel (2000); Rasinski, (2004); and Jibir-Daura, (2014) define reading fluency as an indicator of speed, accuracy and prosody of oral reading. This definition was based, considering the components of reading fluency that include, rapid and automatic word recognition. However, some scholars, such as Osborn et al (2003); Applegate, Applegate & Modla (2009) believe there remains no single agreed-upon definition for fluency.

 

Fluent readers read aloud effortlessly and with expression. Readers who are not yet fluent, read slowly, word by word, their reading is unnatural, but choppy and plodding. Likewise, they often have difficulty in reading comprehension (Kruidenier, 2002; Pang et al, 2003; Sherman, 2004; Hornstein, 2004; Hudson et al, 2005; Vaugh & Candace, 2009; Rasinski, 2011). This study recognises reading fluency as a bridge between decoding and comprehension skills. Hence, in this study, reading fluency is defined as the ability of a pupil to read a connected text accurately, at an appropriate speed, necessary for comprehension.

 

Reading comprehension is a process of constructing meaning out of information provided by a writer of the information. This could be either in form of traditional text form or digital discourse type. Reading comprehension has widely been recognised as the essence of reading and ultimate-goal of any form of reading instruction (Beatrice, 2008; Vaughn

& Candace, 2009; Snowling, Cain & Oakhill, 2009; Jozwik, 2015).

 

Conventionally, reading difficulty is used interchangeably in the literature to refer to reading disability, reading disorder, or dyslexia (Mercer, Campbell, Miller, Mercer &

Lane, 2000; Saskatchewan Learning Learning Learning, 2004; Wennersten, 2013; Eklund, Torppa, Leppanen & Lyytineh, 2015; IDA, 2016; International Reading Association (IRA), 2012). As a result of this, different scholars defined pupils with reading difficulties (PURED) differently. For instance, Widyasagar & Bhogle (2015) define them as pupils at the risk of academic failure. Fuchs & Fuchs (2006) define

PURED as pupils with learning difficulties. Ayodele, Okon, Ibimuluye, & Adebiyi

(2013); Adebisi, Jerry, Rasaki & Igwe (2014). Omeda (2015); Chukwuemaka (2013); National Policy of Education (FGN, 2013) refer to pupils with reading difficulties as a group of persons with special needs.

 

However, in this study, pupils with reading difficulties are defined as group of special need pupils reduced to unintelligent learners due to inappropriate materials and instructional approaches. The challenges of these teaming populations of individuals stem from insufficient instruction, low socio-economic status and poor learning environment (Freeman & Freeman, 2004; Olaofe, 2001; Milne, 2005; Raponi, 2016). In addition, considerable number of these types of learners are mostly found in the rural public primary schools where reading is not encouraged.

 

Pupils with reading difficulties may sometimes be equated with dyslexic individuals. Therefore, it is very appropriate to state here that PURED are not purely dyslexic but probably may share certain characteristics. Dyslexic individuals have different brain connections that disrupt reading acquisition and they are noticed irrespective of the quality of reading instruction they had (IDA, 2016; Milne, 2005; Saskatchewan Learning Learning, 2004). In addition, Kormos, Sarkidi & Csizer (2009) and Kormos, (2015) asserts that regardless of geographical or socio-economic status of the learners, there is likelihood that, dyslexia affect two learners in every class of 20 pupils. Figure 1. 1.  gives a graphic representation between pupils with reading difficulties and dyslexic pupils to distinguish between the two.

Figure 1.1 Pupils with Reading Difficulties

Figure 1.1 informs that a pupil is said to be PURED when he receives inappropriate reading instruction, has no brain injury, and has no access to appropriate reading material. While a dyslexic child is a pupil who receives and has access to appropriate materials but he still reads with difficulties.

 

The potential value of this study is so significant based on the recognition on one hand that, different individuals learn differently. Therefore, PURED require different approaches to match their learning domain. Hence, this study believes that Digital Storytelling Strategy may have positive impact on the reading fluency and comprehension by engaging PURED on their instructional reading activities. On the other hand, digital and visual literacy’s today formed the 21^st century wave of communication. This recognition made developed nations to direct their attention on the use of multimedia instructional strategies in teaching reading fluency and comprehension related skills right at primary level. This was based on the recognition that reading fluency with comprehension is the goal of any form of reading instruction (RTI, 2008; 2009; USAID,

2009). Also, the use of multimedia, at primary level encourage pupils to learn particularly in the present rapidly changing information-based world (Peavler & Rooney, 2013; Signes, 2008; Egmon, Bauza & Moses, 2009; Mercer, Campbell, Miller, Mercer, & Lane,

2000; Olaofe, 2001; Pang, Angaluki, Elizabeth & Michael, 2003).

 

The study derives its inspiration from the results of the early grade reading assessment (RTI, 2011) conducted in Sokoto and Bauchi States. The study reported that even after four years of schooling, most pupils could not gain the reading skills necessary to read with comprehension in English. Dearth of literature on using digital storytelling for reading fluency forms another inspiration of this study. Available literature reviewed revealed that despite a proliferation of literature in other language related skills such as writing, vocabulary development, pupils’ motivation, engaging reluctant readers and reading comprehension; not much is available on reading fluency and comprehension. Powell’s motivational “Kids Need Structure” (2011) forms the third motivation for this study. Powell’s (2011), in his inspirational TEDTALKS, states that if a child is not at the right reading level at third grade, he is a candidate for jail at 18 years of age. Powell added that “and we have the highest incarceration rate because we’re not getting our kids the proper start in life”. There are many empirical evidences supporting Powell’s assertion (Olaofe, 2001; 2010; RTI, 2011; Garba, 2013) that in the public primary schools of the study area, many children are getting into post primary schools unable to read or write.

 

With these empirical evidences, two social implications were envisaged: one is socioeconomic, and the other is national security. On the socio-economic aspect, any child who gets out of school unable to read or write at whatever age has already become liability to the state and the community as well. That kind of person could not employ anybody and as well could not be employed. Security wise, it is easier for the dropouts to be engaged in criminal activities than those pursuing their education. These made Olaofe (2001) to posit that it is a greatest deformity for any primary education programme to succeed in making a pupil unable to read and write at the end of their primary school training period.  The fourth inspiration for this study is an adage which states that “Give a man a fish and he eats for a day. Teach him how to fish and he eats for a lifetime”. Applied to the field of language pedagogy, or specifically to this study, it might be interpreted to mean that if pupils are only read to in the class by their teachers, their immediate problem is solved. But if they are taught the strategy to learn how to fluently read with comprehension by themselves, they are empowered to manage their own learning. The provision of the NPE (FRN, 2013: 1) that education is constitutional right of every Nigerian including those pupils with special needs, forms another motivation for this study.

 

Turnspeed (2015) observes that, the only single quality business leaders look for in employees is creativity as against exam grades, forms another inspiration for this study. Turnspeed reports that 98% of children tested as creative geniuses at the age of five, decreased to only 2% after 20 years of traditional type of education. He added that with traditional approach, more time is spent on preparing pupils to pass standardized test only as opposed to learning more about the subject. Such type of education is diminishing the talent of the pupils and as well decreasing their opportunities to continue to think critically and creatively. He also observes that, in the 21^st century creativity is the engine that drives innovation; innovation drives product creation; product creation drives manufacturing and service delivery which drive job creation; and job creation drives the economy.

 

Lastly, the fifth inspiration is a global inspiration based on the report of The National

Institutes of Health that registered reading disability on the nation’s list of “lifethreatening diseases” due to the devastating impact it has on the life of the citizens. Hence, Fielding, Kerr, & Rosier (1998) state the devastating Impact reading failure could bestow upon the life of not only the pupils but the entire citizens of a nation as well. Adams (1990) estimated that skilled reading requires between 1000 to 2000 hours of practices, both in school and out of school. If a child gets 30 minutes of reading practice each day in school, but no additional practice at home, that child would take over 10years to become a proficient reader. Similarly, Saskatchewan Learning (2004) elaborates that if reading intervention is delayed until nine years of age, approximately 75% of the pupils would continue to have difficulties in their academic career. International Reading Association (IRA) (2012); Shore & Debatini (2009); and No Child Left Behind (2001) also reported that reading skills for academic career should begin as early as primary four. These underlie the importance of reading fluency and comprehension for healthy citizens, nation building and the security of both the citizens and the nation at large.

1.2         Statement of the Problem

The major problem of this study is the over-dominance of traditional method in the study area, regardless of the learning-condition of the pupils. The limitations of this approach according to Aliyu (2003) include its unsuitability for large group; lacks information storage and retrieval functionalities for multiple usage. Also, the approach does not support illustrations to support learning. Furthermore, traditional method makes learning uninteresting in certain situations. This implies that, continues use of this approach in 21^st century may no longer appeal the interest of pupils in reading. In this connection the Northern Education Initiative (RTI, 2011) reported that, 32.9% of pupils in Sokoto could not read any word of the story in one minute. The study added that, most of the pupils’ oral reading fluency was insufficient for comprehension. Three years after this assertion,

UNESCO (2013) recorded Sokoto State as one of the states with high percentage of (62%) pupils out of school in Nigeria. This has forced many parents to withdraw their children from public to private primary schools. This trend is inimical to national security and socio-economic development of the nation. This is because only very few parents could afford to sponsor their wards in private owned primary schools.

 

Also, FGN (2013) stresses the need for equipping public schools with multimedia tools for effective instructional purposes (Adegoke, 2011; Abd-el-Aziz, 2014). However, these instructional gadgets are lacking in the public schools of the study area. This gives birth to increase disparity of the use of Multimedia between homes and public schools. This resource disparity, according to Olaofe (2013), demotivates rather than inspires the pupils to be actively engaged in teaching and learning activities. Furthermore, PURED constitutes what the National Policy on Education of Nigeria recognised as Special Needs Persons. These learners according to the policy should be inclusively instructed to provide equalise educational opportunities for all pupils irrespective of their disabilities (FGN, 2013). Furthermore, pupils with reading difficulties seem to be under studied, despite the constitutional provision for their early identification; monitoring; and provision of equal educational opportunities to function as meaningful citizens. Consequently, based on these problems, the researcher decides to explore the Impact of Digital Storytelling Strategy on Interest, Reading Fluency and Comprehension of Pupils with reading difficulties in Sokoto State. To achieve this, several objectives, research questions and hypotheses were formulated to guide the study.

1.3  Aim and Objectives of the Study

The aim of this study is to explore the Impacts of Digital Storytelling Strategies on

Interest, Reading Fluency and Comprehension of Pupils with reading difficulties in

Sokoto State of Nigeria. Accordingly, the objectives of the study were to:

1. find out the Impacts of Digital Storytelling Strategies on Interest of Pupils with reading difficulties in Sokoto State;
2. examine the Impacts of Digital Storytelling Strategies on Reading Fluency of

Pupils with reading difficulties between genders in Sokoto State;

3. examine the Impacts of Digital Storytelling Strategies on Reading Fluency of Pupils with reading difficulties between location in Sokoto State;
4. analyse the Impacts of Digital Storytelling Strategies on Reading Comprehension of Pupils with reading difficulties between genders in Sokoto State; and
5. to determine the Impacts of Digital Storytelling Strategies on Reading Comprehension of Pupils with reading difficulties between location in Sokoto State.

1.4 Research Questions

The following five research questions were generated to achieve the objectives of the study.

1. Is there any significant difference in the level of interest between pre-and-posttest of pupils with reading difficulties as the result of exposure to Digital Storytelling Strategies in Sokoto State?
2. Is there any significant difference in the level of ORF between boys and girls with reading difficulty as the result of exposure to Digital Storytelling Strategies in Sokoto State?
3. Is there any significant difference in the level of ORF between rural and urban pupils with reading difficulties as the result of exposure to Digital Storytelling

Strategies in Sokoto State?

4. Is there any significant difference in the reading comprehension level between boys and girls with reading difficulty as the result of exposure to Digital Storytelling Strategies in Sokoto State?
5. Is there any significant difference in the level of reading comprehension between rural and urban pupils with reading difficulties as the result of exposure to Digital Storytelling Strategies in Sokoto State?

1.5 Null Hypotheses

The following null hypotheses were formulated from the research questions as guide to the study and tested at α≤ 0.05 significance level.

1. There is no significant difference in the level of interest at pre-and-post-tests of pupils reading difficulties exposed to Digital Storytelling Strategies in

Sokoto State.

• There is no significant difference in the level of reading fluency between boys  and girls with reading difficulties as the result of exposure to Digital  Storytelling  Strategy in Sokoto State.
• There is no significant difference in the level of reading fluency between rural and urban pupils with reading difficulties as the result of exposure to  Digital-Storytelling Strategy in Sokoto State.
• There is no significant difference in the reading comprehension level between boys and girls with reading difficulty as the result of exposure to Digital Storytelling Strategy in Sokoto State.
• There is no significant difference in the level of reading comprehension between rural and urban pupils with reading difficulties as the result of  exposure to Digital Storytelling Strategies in Sokoto State.

1.6  Significance of the Study

The present research could be of great benefit to pupils with reading difficulties their parents, members of the community, and international stake holders concerned with early grade reading assessment, as well as teachers training institutions. The study offers reading fluency and comprehension programme as an empowerment tool for pupils with reading difficulties. The aim of the study being to empower the Pupils with reading difficulties (PURED) to read fluently with a desirable speed and accuracy as a step towards developing their reading comprehension via digital storytelling Strategy. With this intervention, it is believed the pupils would acquire necessary training to bridge the achievement gap between their peers. By this means this intervention may serve as a license for the pupils to continue with their education for living a meaningful life in the society.

 

The study also provides primary school teachers with diagnostic and screening tests and reading fluency and comprehension monitoring strategy. The study believes that, with these tools, the teachers would suitably identify and have a means of keeping the pupils ‘weekly or end of the term reading fluency and comprehension gains of their pupils. This allows the teachers to measure the effectiveness of their instructional Strategies and the level of pupils’ learning capacity handy.

 

The study hopes to be beneficial to reading instruction teachers in the areas of planning reading fluency and comprehension intervention to accommodate pupils with reading difficulties via Digital Storytelling Strategy. This was believed to improve the lots of the teachers in developing the fluency and comprehension of pupils with reading difficulties.

Also, the findings of the study could be of great significance to both national and international organisations such as TET Fund, UNDP, UNESCO, USAID, International Dyslexia Association, RTI, and Global Reading Network. The findings of the study could also be significant to teacher training institutions; English language curriculum planners and English language publishers in the areas of reading intervention for pupils with reading difficulties through workshops and conferences. Similarly, the findings of the study are expected to serve primary school teachers, as a research input, to adopt the strategy of study where necessary in teaching their pupils specifically, in the study area, and Nigeria, at large.

 

1.7 Scope and Delimitation of the Study

The thrust of this study is to explore the Impacts of Digital Storytelling Strategies on Interest, English Reading Fluency and Comprehension of pupils with reading difficulties in Sokoto State. The study was conducted in Tambuwal Local Government Area, in Tambuwal Educational Zone being the educational zone of the research. Therefore, the selection of the zone was to serve as a community development on the part of the research to leave a footprint in literacy development of pupils identified with reading disabilities in his community.

 

The study uses Static Group Pre-test and Post-test Design. The design was employed due to the outcome of the Whole Class Reading Screening Tests based on the recommendation of Hasbrouck & Tindal (2006). Hasbrouck & Tindal recommend that where more than half of the population score unsatisfactory comprehension score of between 0-39 marks, all the participants require reading fluency and comprehension intervention. The screening tests reveal that more than 50% of the sampled population could not score 50 and above marks. Hence, the study employed none control pre-test, post-test quasiexperimental design.

 

The study has a sample of 94 participants drawn from two public primary schools – one each from rural and urban locations. The age bracket of the target population is between the ages of twelve to fifteen years. The duration of the study last for thirteen weeks. The participants were selected employing Screening method using Whole Class Reading Comprehension Screening Tests (WHOCREST). The schools were purposively selected based on their homogeneity in respect to curriculum, teaching approach, and the minimum qualification of the teachers. The participants were exposed to content-based digital stories employing multiple strategies. These include weekly baseline assessment, mental imagery, partner-reading, and repeated reading aloud.

 

The theoretical base of the study tagged as DSTS Multimedia Repeated Reading Theory.

The theory was fashioned out by way of eclecticism from two theories. The theories are

Samuels (1979; 2013) repeated reading techniques; and Mayer & Moreno (1999) Cognitive Multimedia Learning Theory. The study delimits its scope to primary five pupils in the public primary schools reading with difficulties. The aim of the study was to explore the Impact of Digital Storytelling Strategy on Interest, Reading Fluency and Comprehension of Pupils with reading difficulties in Sokoto State. Summary of the major works reviewed according to author, aspect reviewed, and aspect borrowed in the preceding section is contained in Table 1.1.

 

Author		Aspect Reviewed	Aspect Borrowed
Griffiths (2004)		Language               learning Strategy	Strategy
Olaofe (20013)
Ramalingam (2006)		Dictionary of psychology.	Definition of interest
Jozwik (2015)		Effects of explicit reading comprehension Strategy instruction for English learners with specific learning disabilities.	How influence pupils to have interest in reading
Shaffer (2015)		Bilingual Latino high school boys’ reading motivation: Seven case studies examining factors that influence motivation to read.
Olaofe (2001)		A key note addresses.	Pupils with difficulties	reading
Milne (2005)		Teaching brain to read.
Raponi (2016)		Students with interrupted formal education: teachers’ perspectives.
Kormos (2015)		Massive           Open   online learning           courses             on dyslexia      and             foreign language teaching.
IDA (2016)		Dyslexia in the classroom: what every teacher needs to know.
Saskatchewan (2004)	Learning	Teaching students with reading difficulty and disabilities: a guide for educators.
Mitsikopoulou (2014)		English            and      digital literacies: how to develop a digital story- procedure and tools.

Table 1.1 Summary of the major works reviewed in section one

IMPACTS OF DIGITAL STORYTELLING TACTICS ON INTEREST, READING FLUENCY AND COMPREHENSION OF LEARNERS WITH READING PROBLEMS IN SOKOTO STATE, NIGERIA

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