Engaging literacy: A case study in the use of e-reader devices
Kris Lettenmaier, Capella University, United States
Capella University . Awarded
The purpose of this case study was to determine to what extent e-readers affected struggling readers as a part of reading instruction at the middle school level to improve students' literacy skills of comprehension, fluency, and vocabulary, and to show how e-readers affected engagement and self-efficacy of struggling readers to read and use e-readers in order to determine if e-readers were a viable tool for struggling readers. The researcher of this case study sought to determine whether e-readers could be useful in solving the problem of struggling readers not being engaged in reading. Student participants in this research study were engaged and motivated to read on e-readers. Students' self-efficacy was impacted by the use of an e-reader and the literacy skills of comprehension, fluency, and vocabulary improved for these struggling readers. The results of the data from journals and observations addressed the reading engagement of struggling readers. The findings from the journals and observations indicated that these struggling readers were engaged in reading. The results of the data from interviews addressed the preference of using an e-reader or reading print material. The findings from the interviews indicated that these struggling readers preferred reading on an e-reader over reading print material. The results of the data from surveys address the self efficacy of struggling readers in reading. The findings from the surveys indicated that more students liked to read and enjoyed reading after using e-readers. Students felt they read faster on the e-reader and believed in their personal capabilities in reading after using e-readers. E-readers are effective to use with struggling readers to increase their comprehension, fluency, vocabulary skills in reading.
Lettenmaier, K. Engaging literacy: A case study in the use of e-reader devices. Ph.D. thesis, Capella University.
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