1. Reading on a Tablet Will Increase Comprehension Amongst Struggling 2 nd Grade Readers Nancy Ahmed & Catherine Arias CBSE 7201T Fall 2013

2. Abstract Statement of the Problem Review of related Literature Statement of Hypothesis Research Design Thread to Internal and External Validity Survey Proposed Data Analysis and Correlation Experimental Findings References

3. The problem that we are researching is that students do not apply comprehension skills or strategies while reading traditional paperback 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 books. We want to support students by allowing them to practice their comprehension skills using tablets. This action research was conducted in a small urban charter school in Brooklyn, New York. The purpose of this research was to examine how using tablets would engage students and encourage them to want to read. Reading on a tablet will give students time to read and practice comprehension skills. 24 2nd grade students were administered two DRA’s (Developmental Reading Assessment) over a period of six weeks. They read for 30 minutes a day, four days a week. The results showed that students reading levels increased by one or two levels through out the treatment period.

4.  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.

5.  “Research evidence is available to show that ETBs facilitate comprehension through the use of narrations, illustrations, and some animations and it follows that increased comprehension should promote interest and motivation to read” (Oakley & Jay 2008).  “Electronic books capture students` response to literature. In addition to replicating the traditional storybooks they add multimedia effects to support student understanding of the literature. A student learning is being involved through interactions that e-books provides. As students are navigating through the story, they are practicing sequencing events, identifying main ideas, and marking personal connections”(Almaguer & Pena 2010).

6. 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.

7.  One-Shot Case Study: Single group is pretested (O) exposed to a treatment (X) and post surveyed (O).  Symbolic Design: OXO  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

8. 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

9. 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

10.  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.

11. 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?

12. The Data shows that there is not a correlation (0.26378197) between DRA scores and how much students enjoy reading..

13. Pre-testPost-test 18 16 20 1618 1618 20 1416 24 20 18 24 33 20 810 1816 1416 10 16 14 1214 16 12 The pre test shows a mean of 16.29166667. The post test shows a mean of 16.7083 The research shows a slight increase in DRA scores.

15.  After implementing a 30 min reading session on a tablet for 6 weeks the the data shows:  6 students increased a reading level  These 6/24 students were ending first grade  The data shows that reading on a tablet may increase engagement and stamina but does not increase comprehension.  The use of a tablet increases students speed and number of words that they are able to pronounce.  After the research, students demonstrated enthusiasm about reading and more passion for reading.

16.  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/