Title

E-Readers and the Effects on Students' Reading Motivation, Attitude, and Comprehension

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D)

Department

Curriculum and Instruction

Date of Award

Spring 2014

Abstract

The purpose of this study was to determine if the use of E-readers during guided reading instruction would affect students' reading motivation, attitude toward reading, and reading comprehension. The study utilized on a quasi-experimental mixed methods research design that involved 35 fifth grade students in two fifth grade reading classes. For 10 weeks, 19 students received guided reading instruction by means of the traditional paper text, while 16 students received guided reading instruction by means of E-readers using digital text. The Motivation to Read Profile ([MRP]; Gambrell, Palmer, Codling & Mazzoni, 1996) was used to measure student motivation, the Elementary Reading Attitude Survey ([ERAS]; McKenna & Kerr, 1990) was administered to measure student attitude, and the Gates-MacGinitie Reading Tests, Fourth Edition, ([GMRT]; MacGinitie, MacGinitie, Maria & Dryer, 2000) was administered to measure student comprehension. The MRP Reading Survey, ERAS, and the GMRT served as quantitative data sources. Multivariate analysis of variance (MANOVA) showed no significant difference between the E-reader and the traditional paper text in regard to reading motivation, attitude toward reading, or reading comprehension. Qualitative data were collected through the MRP Conversational Interviews (Gambrell, Palmer, Codling & Mazzoni, 1996)) with students who showed gains in reading motivation and/or attitudes toward reading. Semi-structured interviews were conducted with 9 students that showed gains in motivation and attitude based upon the pre/post MRP Reading Survey and ERAS. The interviews revealed that while technology is important in the daily lives of our students, small group teacher student interaction is important for students to be successful in our reading classrooms and texts that are appealing and relevant help motivate students to become more engaged in the reading process.

Advisor

Susan Szabo

Subject Categories

Curriculum and Instruction | Education | Elementary Education

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