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Vi arbetar med att översätta hela writereader.com till svenska, men den del av hemsidan där eleverna ska lära sig skriva och läsa är redan fullt översatt.

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Global EdTech Startups Awards, Regional Winner: WriteReader

CREATE, SHARE AND PUBLISH BOOKS

Why WriteReader

  • 01
    Scientifically based

    WriteReader increases students' digital writing skills significantly in only 6 weeks.

  • 02
    Great guides to get started

    Easy to use guides, inspiration and tutorial videos on how to get started and get most out of WriteReader.

  • 03
    Safe and trusted

    WriteReader is safe and trusted by parents and teachers in more than 40 countries and with more than 1,000,000 books created.

  • 04
    Manage your classroom easily

    Sign up get your students started in 3 minutes. Create your class, add your students and share the code and user names with the students.

Check out
the WriteReader
Kids Library
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WriteReader Book Fair Project

Watch how schools and districts are implementing WriteReader. Student created books are being showcased at local libraries.

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What you get with WriteReader

  • Easy to get started and use

    3 minutes is all teachers and students need to get started creating and sharing books.

  • Safe and trusted

    Privacy options, teacher's lock, comment moderation and user management.

  • Common Core Standard aligned

    WriteReader is common core aligned from K-3

  • Google Single Sign-On

    Use Google single Sign on for fast and easy access to WriteReader

  • Publish books to Kids Library

    Let students become authors when they publish their books to the global Kids Library

  • Google Image Search

    Integrated safe Google Image Search to inspire and create interesting books

  • Connect and share with family and friends

    Easy connect and share books with family and friends

  • Unlimited books

    Let students create as many books as they like

  • Lesson Plans and resources

    Get inspiration on how to use WriteReader with existing curriculum

  • Endorsed by Ministries and Intel Education

    WriteReader is a tested and trusted solution endorsed by Ministries and Intel Education

Reviews

CREATIVITY AND IMAGINATION
" This app is great for beginning and struggling writers "
tech and learning
TECH AND LEARNING
ENCOURGES KIDS TO WRITE
" A great tool for making reading and writing accessible, empowering and fun "
common_sense_education
COMMON SENSE EDUCATION
OVERALL RATING 5 OUT OF 5
" This app is definitely on my wish list for all beginning readers and writers "
appy_mall
APPYMALL
FUN, ENGAGING AND INTERACTIVE
" Many uses, simple to use and allows you to work side by side with your child or student "
teachers_with_apps
TEACHERS WITH APPS

Summary: Measuring effect of WriteReader

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Summary: Measuring effect of WriteReader

By Thomas Roed Heiden, assistant Professor at University College Lillebaelt


This study seeks to verify the hypothesis that teaching with the WriteReader-app promotes first graders’ ability to learn to write. It was focused on the students use of phonetic strategies and on the development of quantity in the texts as measured by the number of words and syllables.

The research was conducted as a controlled study:





Study participants weres first graders from five schools in the third largest school district in Denmark. Each school provided two classes, one for control and one for testing. The classes that participated in the study worked with the WriteReader-app for 30-45 minutes four out of five days per week as part of their daily language lesson and for the duration of the project period. The control classes carried out the standard curriculum. The study contained 183 pairs of data.

Results show that the test classes after working with the Writereader-app for six weeks performed significantly better than the control classes for the same time period in the digital post-test. The scores for the test classes were 2.5 times higher than with the control classes. This data applies to the first graders’ use of phonetical strategies. The participating classes seem to develop these strategies faster when using a digital platform. This means that the results of the study are not coincidental. The p-values, which show the statistical significance, are so low that we can verify our hypothesis: the app promotes first graders’ use of phonological strategies.

Development in phases of writing:

All schools Pre-test Post-test Difference
Digital test
(control classes) 		1.77 1.91 0.14
Digital test
(test classes) 		1.84 2.20 0.36


Converted to index 100:

All schools Pre-test Post-test Difference
Digital test
(control classes) 		100 108 8
Digital test
(test classes) 		100 120 20



All participating students benefitted from the study and achieved a faster acquisition of phonological strategies in their writing. Students form HUN and HPS, which are the schools with the highest socio-economical factor, seemed to benefit most from working with the digital platform. But overall, all students showed a significant progress in their writing acquisition following the study.

Furthermore, students from the two schools with the lowest socio-economic background seemed to benefit as well from the app as a teaching aid. This could be connected to the motivational use of the Writereader-app: Writing with the Writereader-app makes it possible to work with the content of the text to a better extent in contrast to having to write letters by hand for students.




Development in phases of writing:

Low social-economic
background schools 		Pre-test Post-test Difference
Digital test
(control classes) 		1.47 1.57 0.10
Digital test
(test classes) 		1.37 1.90 0.53


Converted to index 100:

Low social-economic
background schools 		Pre-test Post-test Difference
Digital test
(control classes) 		100 107 7
Digital test
(test classes) 		100 139 39

Conclusion from the report

By Jeppe Bundgaard, PhD, associate professor at the Danish Department of Education, specialising in IT, Danish and didactics.

As head of the knowledge voucher project “Writing to read,” I have spent a year following the development of the WriteReader application, which aims to support children in their literacy development.

The project consisted specifically in discussions and consultancy as well as empirical research of the first use of the application. The project resulted in a positive evaluation of the application and the practices that may develop around its usage.

Learning in informal environments

kids huddleStudies show that reading and writing can be learned if the child is invited in the reading and writing activities in a more informal environment, where it is perceived as something natural to use the written language.

An approach that is similar where the spoken language is learned and where the learning as such does not belong to a particular age group or institution but can be learned in many contexts, including in the family. The more experience the child has with the written language, where it is perceived as something meaningful, the more experience the child will have with the connection between letters and sounds without it depending on instruction or teaching.

One of the ways to achieve these experiences is to let the child experiment with writing. The child works and experiment with the connection between letters and sounds, which is a more motivating and active process than trying to decipher what others have written.

A self-written text also invites the child to read it again, both for itself and for others, and the fact that the child has written it also makes it more accessible.

To support the child’s discovering, writing is both about inviting the child into the everyday life of existing reading and writing activities and about creating experiences and activities that can act as (new) opportunities to be together about the written language in informal and meaningful ways. A didactic writing point is not just to show children the writing, but also to show them a world that is worth writing about – and worth writing for!

Meaningful experiments with written language

It is those theoretical points this application tries to meet by creating a situation where the child can write a book based on something that is interesting and meaningful to the child. The application will as such provide the child with opportunities to play the role of an author of real multimedia stories with text, sound and images, regardless of the child’s formal literacy skill level. To play and experiment with a given identity is conducive to the child’s acquisition of both the identity and the accompanying skills and competencies. The author-identity goes hand in hand with reading and writing skills.

The application will give the child the opportunity to experiment with creating the connection between letters and sounds, but it also provides an opportunity to see and experience their own text written with conventional writing by an adult. It provides the opportunity to reflect on written language in a process where the child is co-creative and active. The application may as such be considered as one of many possible experiences with written language, which can help develop children’s writing and reading skills.

Overall conclusions

  1. Children can quickly and easily experience themselves as producer and author.
  2. It motivates the children to write – in a completely different way than with pen and paper.
  3. Parents get access to working together with the children about writing.
  4. The application initiates cooperation between children and adults in situations they would not have experienced in another way.
  5. It is the opportunity of developing a multimodal story about the near and dear things – the toys, experiences, loved ones, etc. It invites to verbalize the child’s universe. You can call it “real life literacy”.
  6. The application supports the children’s experience of how language can be both seen and heard.