Technology in Reading: An Action Research Project By: Jennifer Kiner EDEL 676, Dr. Ford Fall 2011

Why this topic? School Library Media Specialist (half of my profession) Technology(the other half of my profession) How do these two facets of my profession come together?

What did others say about using technology in reading?  The sound and graphics encourage the reader to be more involved (Jody, 1996).  In addition to sound and text size options; it offers ones that further their learning, such as language and supplemental activities (Jody, 1996).  Reading achievements for students in computer used classes were significantly higher than those in non computer used classes (Lai, 2006).  It is poorly integrated into the classroom curriculum and is under-used (Hedges, 2000).  It is quite expensive (refers to software-Jody, 1996).

“Reading has the power to transform only if readers interact with the text” (Jody, 79) Data Collection Qualitative Data ObservationsJournalsInterviews Quantitative Data Assessments

Qualitative Data 4 week period two first grade students 9:30-10:00, in their classroom reading online stories Observations noted observations of students’ behavior and reactions reflected on my observations used as a guide for the next time Journals asked a set of five questions to each student see how they felt about the study Interviews

Quantitative Data test given before and after study estimate the overall effectiveness of this study Assessments

Just what did I find? Interaction with technology Student #1 results Week #1 Sounds out words when reading. Starts to use technology. Week #2 Uses technology. Gets distracted by additional sounds in story. Reads the story, then listens to it. Week #3 Still seems distracted, visibly looking for additional sounds. Uses audio to get through difficult words, then rereads without error. Week #4 Continues to be distracted, but gets back on track. Continues to use audio button. Interaction with technology- Student #1

Additional findings… Week #1 Struggled through words, giving up. Starts to use technology. Week #2 Curious about additional sounds, but quickly dismissed. Uses audio button when coming upon a difficult word. Continues to read through rest of story. Week #3 Continues to struggle reading. Notice more confidence, with use of audio button. Rereads the sentence more confidentially after using the audio button. Week #4 Begins to sound out words when reading. Continues to reread the sentence along with the difficult words after using audio button. Interaction with technology- Student #2

The Reactions What did you enjoy most about reading online?  Student #1- It’s fun!  Student #2- All of it! Why did you enjoy it most?  Neither student answered this question.

The Reactions continued… Would you rather read online or hold a book? Students agreed they liked both reading online and holding a book! Why?  Student #1- Likes it a little on the computer, but likes the pages of a book.  Student #2- Because reading is fun!

The final question… Do you think reading online helps you? Student #1- Sometimes when I get stuck on words. Student #2- Yes!

Just how beneficial is it?

Is this worth implementing?  Although distractions were presented to the students, they were able to: ∞use technology to decipher words ∞gain more confidence ∞start to read on their own (as with the case study of student #2)

 Based on observations and test scores, the use of technology in reading, can be really beneficial. ∞In the case with student #2, we saw growth in her ability to read without technology, as she started to read on her own.  The test scores showed growth in both students.  The interaction with technology was guided a bit on my behalf, simply because of the time frame, but with full implementation I believe technology could produce drastic results.

How is all of this implemented?  Incorporate technology in reading from day 1. ∞Kindergarten- use online stories and software in the listening centers.  Address all students in using technology in reading. ∞Can use it for remediation with low ability readers as well.  Bring software into the elementary media centers using grant money.  Media specialists will work with the classroom teachers at the elementary and intermediate levels.  Use it at the middle and high school levels in foreign language classes.

Any questions?

References caitlinhanzlick.com~clip art. iCLIPART. clipartguide,.com, # Hedges, L.V., Konstantopoulos, S., & Thoreson, A. (2000). Computer use and its relation to academic achievement in mathematics, reading, and writing. NAEP Validity Studies Panel, Jody, M. & Saccardi, M. (1996). Computer conversations: Readers and books online. National Council of English, Available online from ERIC, 205 pgs.

References continued… Lai, S.L., Chang, T.S., & Ye, R. (2006). Computer usage and reading in elementary schools: A cross-cultural study. J. Educational Computing Research, 34 (1), Microsoft Office. (2007). Clip art. Hicks, M.A. (1998). Clip art gallery. schooldiscoveryeducation.com. tasbooklover.blogspot.com~ clip art. utpb.edu~clip art.