A Case Study: Literacy Experiences of Struggling Readers with Interactive Digital Books

Year 2020, Volume: 10 Issue: 1, 276 - 284, 31.01.2020

Emine Demiroz

https://doi.org/10.24315/tred.568997

Abstract

Students who score one or more grade levels below the
standard expectations in reading tests are defined as struggling readers.
Struggling readers tend to succeed in reading assessments when effective
interventions are integrated to support their literacy practices. Recently, technology
use has been one of the most popular interventions in contemporary reading
instruction for struggling readers. In this study, I examined the experiences
of six 3^rd grade struggling readers within tutoring sessions to explore
their experiences with interactive digital books. Data collection sources
included semi–structured interviews, document collection, and field notes. This
study revealed that every struggling reader needs a special literacy curriculum
with strategies that are unique to their needs. The findings also suggested
that interactivity of hotspots might be either encouraging or discouraging for
students depending on the quality of digital books and adult guidance. 

Keywords

struggling reader, technology, interactivity, interactive digital book

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