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Does the use of e-reading devices improve student achievement? | New Degree Press

Does the use of e-reading devices improve student achievement? | New Degree Press

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New Degree Press

July 20, 2021
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  1. Does the use of e-reading devices improve student achievement? New

    Degree Press
  2. GOAL OF THE PROJECT The goal was to answer two

    questions: ➤Does the use of e-readers promote reading? ➤Does the use of e-readers improve student achievement?
  3. ABSTRACT • This study was developed to determine if the

    use of e-readers promoted reading and/or improved student achievement. • The study was comprised of approximately twenty- fi ve fi fth-grade students, enrolled in a Science Magnet elementary school in Alabama. • Two data collecting instruments were used to evaluate the e ff ects of e-readers: a survey and a STAR testing. • The conclusion of the study determined that the use of e-readers did encourage students to read. However, there was no signi fi cant data indicating that electronic devices improved student achievement.
  4. DOES THE USE OF E-READING DEVICES PROMOTE READING? • An

    Illinois media specialist placed 117 Kindle e-readers into the hands of middle schoolers. The students were positive about using them and were quick to learn how they functioned. • A New Hampshire high school purchased 20 e-readers for an e- book club. Students reported they were reading more, and were impressed on the speed of adding a new book to the device. • A 13-year-old middle school student has read 54 Kindle books in less than 6 months since his school introduced e-books
  5. DOES THE USE OF E-READING DEVICES PROMOTE READING? •A Hong

    Kong study investigated 12 student’s use of eBook over 2.5 years •Multiple evaluation strategies were used, including questionnaires, researchers’ observation records, video recordings, surveys, weblogs, and interviews. •Advantages reported were considered positive as the convenience, portability, and literacy being more easily accessible, were all mentioned.
  6. DOES THE USE OF E-READING DEVICES PROMOTE READING? • Two

    Canadian High School alternative classrooms with 22 at-risk youth implemented e-readers. • There were students with high functioning autism, moderate and intensive behavior, mental illness, and learning disabilities. • The students had access to170 literary pieces for e-reading. • Students enjoyed the merging of school with their virtual world, despite some of the technological glitches.
  7. DOES THE USE OF E-READING DEVICES PROMOTE READING? • Whelan

    (2011) reports forty-four of our nation’s school libraries are offering digital circulations. Her research was conducted by interviewing 905 librarians in the United States. • She reports that 71 percent of high school libraries, 55 percent of middle schools, and 35 percent of elementary schools are currently offering eBook circulation. • Librarians say their reasoning for buying eBooks are usage, multiple users allowed, and requests by faculty and staff. • In 2011, thirty-three percent of librarians have seen new faces walking into the media centers directly because of offering eBooks.
  8. DOES THE USE OF E-READING DEVICES IMPROVE STUDENT ACHIEVEMENT? •

    Some evidence that Ray Doiron reflects on is how eBooks engage children and helps readers understand the texts due to the multimedia features. • Ebooks support the reading of text and help readers visualize meaning and comprehend more easily. • Comprehension is improving since e-reader devices have multiple tools and text features such as text-to-speech options, dictionaries, and note-taking capabilities.
  9. DOES THE USE OF E-READING DEVICES IMPROVE STUDENT ACHIEVEMENT? •

    Lisa Guernsey researched to see if digital books help young kids learn to read or if they were mostly for fun and games. She wanted to test her personal theory that narration and animation helped struggling readers. • She tested two randomized groups to get a baseline of their reading abilities. • Once assessed, one group used Tumblebooks while the other used traditional intervention methods. • Students using Tumblebooks achieved fluency to the point that they were “exited” from the pullout session and integrated back into their regular classrooms.
  10. DOES THE USE OF E-READING DEVICES IMPROVE STUDENT ACHIEVEMENT? •

    Collier and Berg’s research shows that phonemic awareness, phonics, fluency, vocabulary, and comprehension are supported by the use of e-devices. • E-books that highlight the text as it’s being read, aid in the connection between oral and print language • Students who read more have larger vocabularies. • E-books are so engaging that students are exposed to words multiple times, in multiple settings, in various ways. • Readers interact with the text more which leads to decoding, summarizing, and problem solving.
  11. DOES THE USE OF E-READING DEVICES IMPROVE STUDENT ACHIEVEMENT? •

    Michelle Chau found that using eBooks with young children prove to be effective in early literacy development, reading comprehension, and language development for young children. • EBooks have features that help children decode new words. Sound and animation help illustrate meaning. Voice narration aids children in pronunciation of particular words. • She concludes that electronic books support literacy and further language development. Comprehension levels were increased when children were using them in their classrooms.
  12. DOES THE USE OF E-READING DEVICES IMPROVE STUDENT ACHIEVEMENT? •

    Jamie Davis explored the effects that e-readers have on reading comprehension, reading behaviors, and attitudes toward reading with low-income third graders. • She compared the reading comprehension and reading attitudes of low-income students who read on the ipad with the students who read traditional print books. • Pre and post data results showed e-readers created proficient readers through increased motivation and a positive attitude towards reading.
  13. SUBJECTS AND SETTING FOR THE PROJECT • The school where

    this project took place has a population of nearly 1,100 students. • It is an elementary school that has the grades Kindergarten thru fifth grade. • It is the only school in the district that does not receive any Title I or other special funds. • The chosen class has 25 learners, (52% boys, 48% girls) with only one student with an IEP. • Racially, there are 16 Caucasian students, 6 African Americans, 1 Asian American, 1 Indian (not Native American) and 1 Latino child.
  14. IMPLEMENTATION OF THE PROJECT • Collaborating with a fifth grade

    teacher with a passion for technology, utilizing chapter books through iBooks during small group time was decided on. • Among the Hidden (Above Average Group), The Indian and the Cupboard (Average Group), and Tuck Everlasting (Below Average Group) were downloaded using the app iBooks. • The class was divided up in to three reading groups based on their reading ability. Each group was then split with half using the e-read. The students chosen to use the e-readers were chosen at random.
  15. EVALUATION OF THE PROJECT • The project took roughly nine

    weeks for students to use the electronic devices in their small reading group times. • To prepare for the project, a STAR reading test was given to each student to determine Grade Equivalency. • A survey was also given to determine the attitudes toward an e-reader when used for academic purposes. • Then, three reading groups were created based on reading ability. Among each group, half of the population was chosen to read a chapter book on their level using the iBooks application on the iPad, while the other half used traditional paperback books.
  16. DATA COLLECTION AND ANALYSIS Does the use of e-reading devices

    promote reading? • To evaluate this research question, pre and post surveys were given to the students. • The Pre Survey was given to all students to identify student interest and opinions on using electronic devices. • The Post Survey was given to only students who had used the electronic devices to read the chapter books in their groups. It was given to determine whether the device was a motivator or a hindrance to their quality of reading.
  17. PRE-SURVEY RESULTS

  18. PRE-SURVEY RESULTS

  19. PRE-SURVEY RESULTS Students were also asked what they liked about

    the e-reader. Answers included that e-readers were light, portable, prevented students from carrying multiple books, easy to download digital books, and provided quick access to books.
  20. POST-SURVEY RESULTS •One hundred percent of the participants answered they

    did enjoy reading the book on the ipad . •One hundred percent stated that they would like to read another book using an electronic reading device. •All of the participants said that they actually prefer reading on an e-reader. •Students liked the ability to change the font and brightness, the mechanical ability to swipe a page, and that the words seemed clearer on a page, making it easier to follow along. •The only negative response was that in a group setting, the digital book numbers were different than the printed copy.