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The intent of this qualitative research study was to investigate the experiences of eighth-grade readers as they read nonfiction text on an iPad for academic purposes. Analysis of the Common Core State Standards (CCSS) calls for close reading requiring readers to interact with the text to create meaning (Fisher, n.d.). With this in mind, the researcher investigated reading strategies students used to support their reading as well as what role the iPad features played in the reading process. Several theoretical perspectives informed the framework for this study: (a) New Literacies theory, (b) transactional theory, (c) constructivist theory, and (d) metacognition theory. These perspectives focused on the reading comprehension strategies students used to facilitate reading comprehension while reading nonfiction text on an e-reader, specifically on an iPad. Data sources for this study included the following: (a) retrospective think alouds; (b) student questionnaire about iPad knowledge and experiences; (c) pre-study student interview; (d) post-study student interview; (e) Metacognitive Awareness of Reading Strategies Inventory (MARSI); (f) student observations; and (g) teacher interview. Preselection data for the collective case study participants were used to identify proficient readers who displayed confidence, competency, and control over text. The criteria used for participant selection included (a) reading skills using Lexile Levels, (b) MARSI survey, and (c) iPad use survey to determine prior knowledge of iPad. Three themes emerged in the collective case study that were directly related to the analysis. Students used a combination of (a) reading comprehension strategies, (b) nonfiction features, and (c) iPad features to support their reading of nonfiction on the iPad. Analysis of the data iv revealed three distinct groups for which recommendations were made: (a) classroom teachers, (b) publishers, and (c) researchers.

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Doctor of Philosophy / Curriculum and Instruction Programs / Charles Heerman / The purpose of the study was to determine the reading methods New Mexico teachers considered important to use in their classrooms and schools. Design of the study was based on a fixed goals COBRA (content-based reading approach) model, which is in development by Heerman (2002). The New Mexico COBRA model was revised to fit the socio-cultural context of the diverse student population served by middle schools in the state. Teachers in New Mexico were asked to respond to a reading survey built around 44 reading methods distributed among seven goals of the COBRA model. The researcher surveyed 153 New Mexico middle school educators in 110 middle school building in order to determine the relative emphasis placed on various reading methods. A revision of the original survey used by Al-Fadda was conducted, which included drafting ELL survey items used at the middle schools with reference to culturally and linguistically diverse students or ELLs. Five research questions were used to build the rationale for the COBRA framework, develop the survey, conduct the survey research, and analyze the results. Middle schools included in this survey research were characterized as middle schools with a student population of 200 and above. The pool of educators asked to participate in the survey taught or were involved with the reading program at their respective schools. These included reading teachers, English language arts teachers, Bilingual/ESL/TESOL teachers, and instructional and school improvement leaders familiar with the building’s reading program. These middle level teachers perceive as important a first line conventional framework for middle level reading, which includes skills instruction, narrative literature instruction, and writing. These teachers give first emphases to reading instruction and communicative competence while content reading instruction is a secondary emphasis.

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