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Supporting Striving Readers through Technology-Based Instruction
ARTICLE

Reading Improvement Volume 51, Number 1, ISSN 0034-0510

Abstract

The purpose of this research was to determine if reading specialist candidates improve the reading proficiency of their students through the use of digital, technology-based teaching techniques and materials. The candidates were certified teachers who provided individualized and small-group instruction to K-6 children while the candidates were enrolled in their capstone seminar and practicum reading courses. The candidates implemented technology-based assessment and instruction during a summer reading program for children who were striving readers. The summer reading program was embedded in the seminar and practicum courses. Data were collected through a questionnaire, observations, and the analysis of a teacher work sample completed by each candidate. Findings indicate that the candidates: (1) perceived the digital technology-based instructional techniques and tools used in the practicum improved their students' reading proficiency and (2) their professional growth was enhanced as a result of implementing these digital techniques and tools. The study concludes that technology-based reading instruction was found to be effective in improving the reading proficiency of striving readers.

Citation

Laverick, D.M. (2014). Supporting Striving Readers through Technology-Based Instruction. Reading Improvement, 51(1), 11-19. Retrieved August 25, 2019 from .

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