The purpose of this four-week study was to determine if the use of eReaders vs.
traditional print novels in the eighth grade classroom would increase the comprehension
scores, engagement, and comprehension strategy usage of struggling readers in the
language arts classroom. The participants in this study consisted of twelve eighth grade
students who performed at least two grade levels below on the STAR Comprehension
Test. In addition to performing poorly, these students were also reluctant readers.
Based on the assessments and classroom observations, the researcher attempted
using eReaders to increase engagement, comprehension, and strategy usage. The
researcher collected data on engagement before and during the study and had the
students in the control and experimental groups work on comprehension strategies
during the four-week period. Students took a STAR test at the end of the four weeks to
measure comprehension gains. The results indicated significant gains in positive
engagement and in comprehension strategies (words looked up and connections made)
for the eReader group, while students in the print group were approaching significance
in comprehension. In conclusion, the research showed that both conditions boasted
positive results in various aspects of the study. While eReaders served as a tool to
engage students positively during reading and to assist in the task of note taking, it did
not necessarily contribute to the increase in comprehension gains. / Thesis (M.Ed.)--Wichita State University, College of Education, Dept. of Curriculum and Instruction.
| Identifer | oai:union.ndltd.org:WICHITA/oai:soar.wichita.edu:10057/3967 |
| Date | 05 1900 |
| Creators | Poage, Cheryl Lynn |
| Contributors | Carroll, Jeri A. |
| Publisher | Wichita State University |
| Source Sets | Wichita State University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis |
| Format | xi, 64 p. |
| Rights | © Copyright 2011 by Cheryl Lynn Poage. All rights reserved |
Page generated in 0.0019 seconds