Research Article
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Year 2020, Volume: 10 Issue: 1, 276 - 284, 31.01.2020
https://doi.org/10.24315/tred.568997

Abstract

References

  • Allington, R. L. (2007). Intervention all day long: New hope for struggling readers. Voices from the Middle, 14(4), 7-14.
  • Anderson-Inman, L., & Horney, M. A. (2007). Supported e-texts: Assistive technology through text transformations. Reading Research Quarterly, 42(1), 153-160.
  • Boone, R., & Higgins, K. (2007). The role of instructional design in assistive technology research and development. Reading Research Quarterly, 42(1), 134-153.
  • Cheung, A., & Slavin, R. E. (2013). Effects of educational technology applications on reading outcomes for struggling readers: A best-evidence synthesis. Reading Research Quarterly, 48(3), 277-2999.
  • Chiong, C., Ree, J., Takeuchi, L., & Erickson, I. (2012). Print books vs. e-books. Retrieved from http://www.joanganzcooneycenter.org/wp- content/uploads/2012/07/jgcc_ebooks_quickreport.pdf
  • Cooper, A. (2004). The inmates are running the asylum: Why high-tech products drive us crazy and how to restore the sanity. Indianapolis, IN: Sams.
  • Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage.
  • Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage.
  • Dalton, B. (2014). DIY e-books: Designing enhanced texts. The Reading Teacher, 67(7), 543-546.
  • Demiroz, E., & Demiroz, E. (2018). Enactive nature of scholarship and e2TPR. In Wang, V. C. (Ed.), Handbook of Research on Positive Scholarship for Global K-20 Education (pp. 201-216). IGI Global.
  • Falth, L., Gustafson, S., Tjus, T., Heimann, M., & Svensson, I. (2013). Computer‐assisted interventions targeting reading skills of children with reading disabilities: A longitudinal study. Dyslexia, 19(1), 37-53.
  • Gibson Jr, L., Cartledge, G., & Keyes, S. E. (2011). A preliminary investigation of supplemental computer-assisted reading instruction on the oral reading fluency and comprehension of first-grade African American urban students. Journal of Behavioral Education, 20(4), 260-282.
  • Guthrie, J. T., & Davis, M. H. (2003). Motivating struggling readers in middle school through an engagement model of classroom practice. Reading &Writing Quarterly, 19(1), 59-85.
  • Henderson, A. T., & Berla, N. (1994). A new generation of evidence: The family is critical to student achievement. Washington, DC: Center for Law and Education.
  • Kena, G., Aud, S., Johnson, F., Wang, X., Zhang, J., Rathbun, A., Wilkinson-Flicker, S., & Kristapovich, P. (2014). The condition of education 2014 (NCES 2014-083). Washington, DC: U.S. Department of Education, National Center for Education Statistics. Retrieved September 21, 2015 from http://nces.ed.gov/pubsearch
  • Laverick, D. (2014). Supporting striving readers through technology-based instruction. Reading Improvement, 51(1), 11-19.
  • McClanahan, B., Williams, K., Kennedy, E., & Tate, S. (2012). A breakthrough for Josh: How to use of an iPad facilitated reading improvement. TechTrends, 56(3), 20-28.
  • Missouri Department of Elementary and Secondary Education. (2014). District and school information. Retrieved from http://mcds.dese.mo.gov/Pages/District-and- School-Information.aspx
  • Selfe, C. L. (1999). Technology and literacy: A story about the perils of not paying attention. College composition and communication, 50(3), 411-436.
  • Slavin, R. E., Lake, C., Davis, S., & Madden, N. A. (2011). Effective programs for struggling readers: A best-evidence synthesis. Educational Research Review, 6, 1, 1-26.
  • Udo, G. J. (2001). Privacy and security concerns as major barriers for e-commerce: A survey study. Information Management & Computer Security, 9(4), 165-174.
  • Wasik, B. A., & Slavin, R. E. (1993). Preventing early reading failure with one-to-one tutoring: A review of five programs. Reading Research Quarterly, 28(2), 178- 200.
  • Zucker, T. A., Moody, A. K., & McKenna, M. C. (2009). The effects of electronic bookson pre-kindergarten-to-grade 5 students' literacy and language outcomes: A research synthesis. Journal of Educational Computing Research, 40(1), 47-87.

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

Year 2020, Volume: 10 Issue: 1, 276 - 284, 31.01.2020
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 3rd 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. 

References

  • Allington, R. L. (2007). Intervention all day long: New hope for struggling readers. Voices from the Middle, 14(4), 7-14.
  • Anderson-Inman, L., & Horney, M. A. (2007). Supported e-texts: Assistive technology through text transformations. Reading Research Quarterly, 42(1), 153-160.
  • Boone, R., & Higgins, K. (2007). The role of instructional design in assistive technology research and development. Reading Research Quarterly, 42(1), 134-153.
  • Cheung, A., & Slavin, R. E. (2013). Effects of educational technology applications on reading outcomes for struggling readers: A best-evidence synthesis. Reading Research Quarterly, 48(3), 277-2999.
  • Chiong, C., Ree, J., Takeuchi, L., & Erickson, I. (2012). Print books vs. e-books. Retrieved from http://www.joanganzcooneycenter.org/wp- content/uploads/2012/07/jgcc_ebooks_quickreport.pdf
  • Cooper, A. (2004). The inmates are running the asylum: Why high-tech products drive us crazy and how to restore the sanity. Indianapolis, IN: Sams.
  • Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage.
  • Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage.
  • Dalton, B. (2014). DIY e-books: Designing enhanced texts. The Reading Teacher, 67(7), 543-546.
  • Demiroz, E., & Demiroz, E. (2018). Enactive nature of scholarship and e2TPR. In Wang, V. C. (Ed.), Handbook of Research on Positive Scholarship for Global K-20 Education (pp. 201-216). IGI Global.
  • Falth, L., Gustafson, S., Tjus, T., Heimann, M., & Svensson, I. (2013). Computer‐assisted interventions targeting reading skills of children with reading disabilities: A longitudinal study. Dyslexia, 19(1), 37-53.
  • Gibson Jr, L., Cartledge, G., & Keyes, S. E. (2011). A preliminary investigation of supplemental computer-assisted reading instruction on the oral reading fluency and comprehension of first-grade African American urban students. Journal of Behavioral Education, 20(4), 260-282.
  • Guthrie, J. T., & Davis, M. H. (2003). Motivating struggling readers in middle school through an engagement model of classroom practice. Reading &Writing Quarterly, 19(1), 59-85.
  • Henderson, A. T., & Berla, N. (1994). A new generation of evidence: The family is critical to student achievement. Washington, DC: Center for Law and Education.
  • Kena, G., Aud, S., Johnson, F., Wang, X., Zhang, J., Rathbun, A., Wilkinson-Flicker, S., & Kristapovich, P. (2014). The condition of education 2014 (NCES 2014-083). Washington, DC: U.S. Department of Education, National Center for Education Statistics. Retrieved September 21, 2015 from http://nces.ed.gov/pubsearch
  • Laverick, D. (2014). Supporting striving readers through technology-based instruction. Reading Improvement, 51(1), 11-19.
  • McClanahan, B., Williams, K., Kennedy, E., & Tate, S. (2012). A breakthrough for Josh: How to use of an iPad facilitated reading improvement. TechTrends, 56(3), 20-28.
  • Missouri Department of Elementary and Secondary Education. (2014). District and school information. Retrieved from http://mcds.dese.mo.gov/Pages/District-and- School-Information.aspx
  • Selfe, C. L. (1999). Technology and literacy: A story about the perils of not paying attention. College composition and communication, 50(3), 411-436.
  • Slavin, R. E., Lake, C., Davis, S., & Madden, N. A. (2011). Effective programs for struggling readers: A best-evidence synthesis. Educational Research Review, 6, 1, 1-26.
  • Udo, G. J. (2001). Privacy and security concerns as major barriers for e-commerce: A survey study. Information Management & Computer Security, 9(4), 165-174.
  • Wasik, B. A., & Slavin, R. E. (1993). Preventing early reading failure with one-to-one tutoring: A review of five programs. Reading Research Quarterly, 28(2), 178- 200.
  • Zucker, T. A., Moody, A. K., & McKenna, M. C. (2009). The effects of electronic bookson pre-kindergarten-to-grade 5 students' literacy and language outcomes: A research synthesis. Journal of Educational Computing Research, 40(1), 47-87.
There are 23 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Emine Demiroz 0000-0002-3209-4908

Publication Date January 31, 2020
Published in Issue Year 2020 Volume: 10 Issue: 1

Cite

APA Demiroz, E. (2020). A Case Study: Literacy Experiences of Struggling Readers with Interactive Digital Books. Trakya Eğitim Dergisi, 10(1), 276-284. https://doi.org/10.24315/tred.568997