The Impact of Multi-Layered Reading Strategy Instruction in a Technology Platform on Reading Comprehension Levels and Motivations of Pre-Adolescents
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D)
Department
Curriculum and Instruction
Date of Award
Spring 2021
Abstract
With the inclusion of internet-based educational tools in the classroom, students are now required to comprehend online, which is different than comprehending in print. Educators are realizing that comprehension gaps are compounded when students are required to develop 21st literacies, like analysis and synthesis, especially when encountering a variety of informational text. Coupled with the waning motivation of pre-adolescent readers, comprehension faces greater obstacles with the 21st century learner. This naturalistic, descriptive multiple case study used a qualitative design in an attempt to address questions of reading comprehension and student motivations through the use of a technology format to motivate, engage and develop metacognitive awareness and strategy use in third and fifth graders. Two grade levels in a rural East Texas school were sampled to assess the impact, if any, of multi-layered reading strategy instruction in a technology platform on reading comprehension and student motivations.
Advisor
Juan Araujo
Subject Categories
Curriculum and Instruction | Education | Elementary Education
Recommended Citation
Sawatsky, Rene' Lynn, "The Impact of Multi-Layered Reading Strategy Instruction in a Technology Platform on Reading Comprehension Levels and Motivations of Pre-Adolescents" (2021). Electronic Theses & Dissertations. 329.
https://digitalcommons.tamuc.edu/etd/329
