The Impact of Multi-Layered Reading Strategy Instruction in a Technology Platform on Reading Comprehension Levels and Motivations of Pre-Adolescents

Document Type


Degree Name

Doctor of Education (Ed.D)


Curriculum and Instruction

Date of Award

Spring 2021


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.


Juan Araujo

Subject Categories

Curriculum and Instruction | Education | Elementary Education