Jacqueline Geary703.22

Spring 2010

INTRODUCTION: Statement of the problem Review of related literacy Statement of the HypothesisMETHODS: Participants Instruments Experimental Design ProcedureRESULTSDISCUSSIONIMPLICATIONS

In 2007, thirty four percent of New York Public School fourth grade students were reading below basic reading levels (National Reading Report, 2007). This shows that schools need to experiment with different literacy programs that will improve reading skills and fluency. Using technology-based literacy (E-Books) can increase student’s reading skills and fluency because technology is interactive, includes visual and audio effects, which can help students, stay focused while reading.

INTRODUCTION: Literacy today is different from what

literacy was traditionally considered, which was the ability to read and write. Today, literacy still refers to the ability to read and write but it also includes being able to understand and analyze images and digital information. (Brown, 2002)

the Internet is one of the most common sources for reading and researching information. (Goodnough, 1995)

Technology especially helps students with disabilities and active and visual learners.

Technology improvements in student learning include: Focus Increase Confidence Enhance comprehension Gain motivation Increase in critical thinking

(Barone & Wright, 2008; Brown, 2002; Goodnough, 1995; Kaya, O’Connor-Petruso, & Girelli-Carasi, 2010; MacGregor, 2004; Park &Helsel, 2008; Rhodes & Milby, 2007; Rich, 2008)

Leapfrog books are not intimidating and are interactive. Also gives teachers more time to work with slow readers.

Internet usage in classrooms for discussion: Blogs Discussion boards Wikis

Benefits of Technology for teachers: Technology is important for teachers because it gives

them the ability to obtain rapid results after testing, Also the ability to store information for long and short

term assessment information (Barone & Wright, 2008; Brown, 2002; Goodnough, 1995; Kaya, O’Connor-Petruso, & Girelli-

Carasi, 2010; MacGregor, 2004; Park &Helsel, 2008; Rhodes & Milby, 2007; Rich, 2008)

•Pleasure reading has been becoming less common. •Students are now reading Internet blogs and wikis, which are mostly short, unfiltered, and unedited information.•Computers in school result in secluded and very little human interaction with teachers and peers.•Some spend up to six hours a day online. Addicted to the Internet at a young age.

•(Goodnough, 1995; Kop & Hill, 2008; McGrail, 2007, Schnotz & Rasch, 2006; Smith & Young, 2008; Rich, 2008)

•Students grow dependent on computers to count, read, and spell.

•Teaching prior to the digital boom are discouraged by technology.

•These teachers feel uncomfortable and never had adequate training in computer based programs.

(Goodnough, 1995; Kop & Hill, 2008; McGrail, 2007, Schnotz & Rasch, 2006; Smith & Young, 2008; Rich, 2008)

Book Based Text Printed on paper Cannot be easily modified Read in sequential order Rely on their imagination Rely on prior knowledge

Digital Text Digital Easily modified Read rapidly Not sequential Able to respond back

(Park & Helsel, 2008; Reinking, 1997; Rich, 2008)

H.R.1:In P.S. X, five first grade students will obtain higher reading skills and fluency in literacy while using Electronic Books (E-Books). Each of the five students will read E-Books from Razkids.com for a total of 100 minutes during a two-week period.

Participants:5 first grade students in P.S. X3 Boys & 2 Girls2 weeks

Instruments:Letter to the Classroom Teacher Letter to the Parents/Guardians Student surveyPre&posttest Running Records Electronic books from Razkids.com

Pre-Experimental Design: One group design. Students are not randomly

chose. One Group Pretest Posttest Study: This

design will use a pretest running record to determine the scores prior to the treatment. After the treatment (E-Books), there will be a posttest running record.Symbolic Design: (0X0) Pre-tested (O), Treatment (X), & Post-test (O).

• History: Absent students, students pulled out during the lesson, students disturbing the class. Students may have a hard time concentrating and may be distracted because of their age (first grade).

• Instrumentation: The internet might not work or might be running slow when it is time for students to read the E-books.

• Selection: Non-random student group.

• Mortality: Parents may change their minds about allowing students to be in the research.

• Pre-Test Treatment: Students may not take the pretest seriously because they don’t know what to expect .

• Selection-Treatment Interaction: the students are not randomly chosen. These students picked are ones who are in need of reading help.

• Reactive Arrangements/ Participants Effects: Students may react negatively toward the research if they find out that they are being singled out.

The action research project began on February 22, 2010 and ended March 12, 2010. Monday, February 22nd:

The classroom teacher and the parents of the five student participants in the action research project were given the consent forms.

Friday, February 26th: The researcher collected the consent forms from the classroom teacher and

the parents of the five student participants. Monday, March 1st:

Student surveys were given and returned to the researcher. The researcher administered the pretest running record to the five

student participants individually. THE DATES MARCH 1ST -12TH STUDENT WERE EXPOSED TO TREATMENT

Friday, March 12th: The researcher administered the posttest running record to the five student

participants individually. At this point, all student participants had read and listened to one hundred hours of Electronic Books from Razkids.com within two weeks.

Students Pretest Posttest Totals Student 1 3 4 3.5 Student 2 3 3 3 Student 3 4 4 4 Student 4 2 3 2.5 Student 5 3 3 3 Mean/Average 3 3.4 3.2 Mode 3 3 3 Median 3 3 3 Range 2 1 1.5

Results from the Pre and Post Test Running Records

0

0.5

1

1.5

2

2.5

3

3.5

4

Scores

Student 1 Student 2 Student 3 Student 4 Student 5Students

Scores of the Pretest & Posttest

PretestPosttest

Results show Students 1&4 improved their running record scores and Students 2, 3, & 5

scores stayed the same.

Scores of the Pretest & Posttest

00.5

11.5

22.5

33.5

44.5

0 5 10Students

Scores

Series1

Linear(Series1)

The correlation shows a low negative relationship (rxy= -

0.64) between the pre & posttest scores. This correlation shows that E-Books

do not help students reading skill or

fluency.

Questionnaire Results

Students Q1. Do you have a computer at home?

Q2. Do you use

the computer everyday?

Q3. Do you use

the computer

for reading?

Q4. Do you use

the computer

for writing?

Q5. Do you use

the computer

for games?

Q6. Do you use the

internet?

Q7. Do you enjoy

using the computer?

Student 1 4 4 2 3 4 4 4

Student 2 4 3 1 1 4 4 4

Student 3 4 4 4 2 4 4 4

Student 4 4 4 4 3 4 4 4

Student 5 4 4 4 4 4 4 4

00.5

11.5

22.5

33.5

4

Resul

Do youhave a

Do you usethe

Do you usethe

Do you usethe

Do you usethe

Do you usethe

Do youenjoy using

Q1. Q2. Q3. Q4. Q5. Q6. Q7. Questions

Questionnaire Results

Student 1Student 2Student 3Student 4Student 5

Compare Question 3 to Posttest Scores

Students Q3. Do you use the computer for reading?

Posttest Scores

Student 1 2 4

Student 2 1 3

Student 3 4 4

Student 4 4 3

Student 5 4 3

Question 3 & Posttest Scores

00.5

11.5

22.5

33.5

44.5

0 2 4 6Students

Scores

Series1Linear (Series1)

This correlation shows that there is absolutely correlation at all (rxy= 0) between reading

on the computer and the posttest scores.

The relationship between reading skill and technology is hard to prove.

The score results from the pretest and posttest show that there was an overall average increase of .4 between the pretest and the posttest

Results from the pre&posttests show Students 1&4 improved their running record scores and Students 2, 3, & 5 scores stayed the same.

This correlation between Q#3 and the posttest shows that there is absolutely correlation at all (rxy= 0) between reading on the computer and the posttest scores.

These results indicate that by exposing students to E-Books and testing, the students reading ability using running records does not show a relatively large increase of reading skill or fluency.

If the researcher was able to perform the action research project for a longer period of time the study might have shown more positive results of literacy technology.

students in the third grade and above might be a better fit for this research because they are more experienced in reading and on the computer than first graders.

First graders are young and had some trouble getting started on the computer in the beginning of the study.

If the study included more types of literacy technology or of computers were used for other subject maybe the results would be different.