The Effects of Technology Use in Literacy Instruction Annie Harary Education Fall 2009

Table of Contents Introduction  Statement of the Problem  Review of Related Literature  Statement of the Research Hypothesis Methods  Participants  Instruments

Statement of the Problem 3 out of 10 students in grades 3 to 8 are not reading at their grade level. New York City students are underperforming versus New York State (“New York City,” 2009). Embarrassment factor Technology as possible solution

Review of Related Literature Theorists Lev Vygotsky  Social interaction, More Knowledgeable Other, Active role in learning  (“Social Development Theory,” n.d.) Howard Gardner  Multiple Intelligences Theory  (Gardner, 2000; Gardner & Walters, 1993) Rita and Kenneth Dunn  Different learning styles  (“The Dunn and Dunn Learning Style Model of Instruction,” n.d.)

Review of Related Literature Electronic Books / CD-ROM Storybooks  (de Jong & Bus, 2002; Doty, Popplewell, & Byers 2001; Grimshaw, Dungworth, McKnight, & Morris, 2007; Lefever- Davis & Pearman, 2005; Matthew, 1997; Mollin, 2005; Pearman, 2008; Pearman & Lefever- Davis, 2006; Ricci & Beal, 2002; Rhodes & Milby, 2007; Shamir & Korat, 2006; Trushell & Maitland, 2005)  PROS Individualized support Removes burden of decoding Develops phonemic awareness, phonics, fluency, vocabulary, and comprehension

Review of Related Literature Electronic Books / CD-ROM Storybooks  PROS (continued) Increases motivation to read Better comprehension scores vs. traditional printed books  CONS Seen as a game Not beneficial to every student Become reliant on ‘help’ features

Review of Related Literature Laptops / Internet  (Barone & Wright, 2008; Kaya, O’Connor-Petruso, & Girelli-Carasi, 2010; McGrail, 2007; Mioduser, Tur-Kaspa, & Leitner, 2000)  PROS Higher student engagement WebQuests, web sites, instant messaging, blogs Improve reading skills  CONS Cost, time, availability, support, teacher skills Social isolation, limited communication, off-task behavior

Review of Related Literature Interactive White Boards  (Shenton & Pagett, 2007)  PROS Engage and facilitate student participation Variety of multimodal texts  CONS Little professional development Technical support

Review of Related Literature Artificial Intelligence  (Sternberg, Kaplan, & Borck, 2007; Warschauer & Grimes, 2008)  PROS Enhance writing skills Immediate and increased feedback Work at own pace  CONS Limited writing prompts Superficial revisions

Review of Related Literature Digital Storytelling  (Robin, 2008)  PROS Increases comprehension Encompasses multiple literacy skills Personal connection Promotes 21 st Century Literacy  CONS Few studies conducted

Review of Related Literature Audiobooks (Wolfson, 2008)  PROS Improve reading skills Focus on meaning Listen at own pace LCD Projector (Black, Brill, Eber, & Suomala, 2005)  PROS Read Along Higher student attention Retelling scores higher

Statement of the Hypothesis HR1: The reading comprehension skills and motivation to read of twenty-seven Second-grade students in P.S. X will increase if technology is integrated into their reading activities over the course of four weeks.

Methods Participants  27 Second- Grade students in P.S. X  7 – 8 years old  11 males and 16 females

Methods Instruments  Consent Forms  Surveys  Technology Electronic books Interactive white boards

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