1. READING ON A TABLET WILL INCREASE COMPREHENSION AMONGST STRUGGLING 2 ND GRADE READERS Nancy Ahmed & Catherine Arias CBSE 7201T Fall 2013

2. Table of Contents Research Design- Hypothesis……………………………………………. Slide 3 Reasoning & Thoughts Behind Research………………………….……Slide 4 Research Design……………………………………………………..………Slide 5 ………………………………………….….... Thread to Internal Validity………………………………………….….... Slide 6-8 ……………………………………………………………………….…Slide 9 Survey……………………………………………………………………….…Slide 9 Proposed Data Analysis and Correlation ………………………….Slide 10-11 References……..……………………………………………………………Slide 12

3. Research Design- Hypothesis The problem that we are researching is that students do not apply comprehension skills or strategies while reading traditional books. This is happening because students do not spend enough time reading in class nor do they read at home. Students are not interested in reading traditional paper books. We want to support students by practicing their comprehension skills using tablets. The purpose of using tablets will be to engage students and encourage them to want to read. Reading on a tablet will give students time to read and practice comprehension skills.

4. Reasoning & Thoughts Behind Research When some of our 2 nd grade students are reading through paperback books they do not seem to comprehend what they are reading. However, when reading books on tablets students’ comprehension levels increase along with their engagement.

5. Research Design One-Shot Case Study: Single group exposed to a treatment (X) and post surveyed (O). Symbolic Design: XO Independent Variable: Students will read books on a tablet that will increase their implementation of comprehension skills. Dependent Variable: Students will increase their DRA scores by increasing their comprehension. Data: Pre DRA test and Post DRA test that that will measure comprehension

6. Threats to Internal Validity History: - Internet slowing down - E-readers not loading to tablets Maturation: - Students will not lose interest in reading on tablets because Raz Kids provides multimedia effects, high animation and interactive engagement. - Short research trial (Six weeks) Testing/Pre-test Sensitization: - Pre DRA test and Post DRA test

7. Threats to Internal Validity Instrumentation: - Raz Kids will be used to monitor students progress. Instrumentation will not be changed throughout the research. Mortality - Illness - Death Statistical Regression: The research is based on students that are performing on two extremes. Some students are advanced readers, while others are performing on grade level or below grade level. Selection-Maturation Interaction: - Cognitive skills vary - Behavior problems

8. Threats to External Validity: Ecological Validity: - Research will be conducted within one classroom Generalizable Conditions: - Different reactions to using a tablet Pre-test Treatment: - DRA test to measure student`s comprehension level Specificity of Variables: - Some students might be more familiar/experienced with tablets than others. Experimenter Effects: - The researcher will not present potential threats either passive or active. Novelty: - The books that are used by Raz-kids carry their own personal messages which could be more relatable to a particular student’s culture or religious background. Reactive Arrangements/ Participants Effect: Hawthrone Effect: Might cause students to be more engaged because they want to impress the teacher or they know that the teacher is keeping a close look at their reading and comprehension levels.

9. MaleFemale Are you a? 5 years old6 years old7 years old8 years old How old are you? AloneA buddyOne family member Many family members Who do you read with? Strongly disagreeDisagreeAgreeStrongly agree Do you read with an adult? I like to read I always stop to think about what I am reading Do you prefer reading a paper book over an electronic book Does reading a book on a computer or tablet help me with comprehension? NeverTwice a weekThree times a week everyday Do you ever use any kind of digital too to read? How often do you read a book? How often do you read books on the internet? 0 hours a week1 hour a week2 hours a week3 hours a week How much time do you spend reading? Survey

10. Proposed Data Analysis and Correlation Data set A shows a fair positive correclation rxy(.307)between DRA scores and liking to read. Many students have shown interest in reading but this is not always related to how high their DRA scores are.

11. Proposed Data Analysis Pre-testPost-test 18 24 16 20 28 16 20 16 20 28 14 18 24 30 24 30 20 28 18 24 18 24 3 6 20 28 8 12 18 24 14 18 10 14 16 20 14 18 12 16 20 12 16 The pre test shows a mean of 16.29166667. The post test shows a mean of 21.25. The research shows that students will grow two levels after the research.

12. References O’Connor-Petruso, S. (2013). Descriptive Statistics Threats to Validity [PowerPoint slides].Retrieved from http://bbhosted.cuny.edu/webapps/portal/ http://bbhosted.cuny.edu/webapps/portal/