This quantitative study explored the effect of intervention lessons on online
reading skills in fifth grade classrooms. First, it sought to examine the relationships
among demographic variables including gender, ethnicity, and socioeconomic status and
self-reported Internet use and Internet ability. Second, this study was designed to
investigate which variables best predict performance on a measure of online reading.
Third, the effect of lessons designed to improve online reading comprehension was
explored to determine the efficacy of targeted classroom-based instruction on learned
skills.
Three theoretical frameworks underpinned this study: 1) a new literacies
framework (Leu, Kinzer, Coiro, & Cammack, 2004), 2) transactional model (Rosenblatt,
1978), and 3) socioconitive model (Ruddell & Unrau, 2004a). The study was conducted
in a Midwestern, suburban school over a 12-week time period with 443 fifth grade
students. The repeated measures quasi-experimental research design allowed a
quantitative investigation of online reading comprehension instruction to provide a
reliable and valid assessment of the impact of online reading comprehension instruction
on changes in student performance on an established measure of online reading
comprehension. Additional attention to common variables known to influence outcomes
in reading and technology performance (e.g., demographic variables, prior reading
achievement scores) strengthened the design by allowing a more refined analysis of the
isolated impact from the instructional activities.
A regression analysis revealed prior achievement on norm-referenced measures of
English/Language Arts as well as reported Internet use accounted for a significant
amount of variance on online reading comprehension performance. Statistical analyses
revealed significant differences between the experimental and control groups in online
reading performance growth. Results from the subskill analysis show students in the
experimental group demonstrated significant improvement over the control group on two
of the three subskills (locating and synthesizing). No significant differences in group
growth were observed for the Web evaluation task.
Findings from this study indicate teachers varying in experience and Internet
familiarity can effectively teach online reading in a classroom setting, and that students
who received this instruction developed these skills at a greater rate. This work can
inform future efforts as to how to best teach the skills and strategies of online reading. / Department of Educational Psychology
| Identifer | oai:union.ndltd.org:BSU/oai:cardinalscholar.bsu.edu:123456789/194894 |
| Date | 05 August 2011 |
| Creators | Kingsley, Tara L. |
| Contributors | Cassady, Jerrell C. |
| Source Sets | Ball State University |
| Detected Language | English |
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