Dissertation/Thesis Abstract

Digital readers as a tool for engaging elementary school age children in deep structure comprehension
by Pryor, David, Ed.D., Lewis and Clark College, 2013, 188; 3556374
Abstract (Summary)

The nature of text is rapidly changing as digital forms of communication replace traditional print-based text. Readers in the 21 st Century increasingly interact with digital forms of text, through devices such as cell phones, computers, and digital readers. Researchers predict digital text will become a large component of a reader's overall reading experience (Coiro & Dobbler, 2007; Lenhart, Simon, & Graziano, 2001). This qualitative, constructivist study explores how functionality built into digital readers may support use of constructivist, deep structure reading strategies. This study also examines how the use of digital readers impacts development of new literacies required specifically for digital text. Finally, this research explores how digital readers support efforts to differentiate the reading experience to meet the unique needs of individual students for learning deep structure comprehension strategies. Eight participants of 9-10 years of age use iPads for reading texts at school and at home. Two types of interviews, as well as classroom observations, examine the impact of using iPads over the course of a school year on the participants' learning and use of deep structure comprehension strategies. The findings of this study indicate digital readers have enormous capacity for supporting teaching and learning of deep structure comprehension strategies and new literacies. Features of digital readers provided opportunities for readers to differentiate the reading process for multiple purposes and individual needs. Participants accessed digital dictionaries, made highlights and notes, conducted internet research, manipulated fonts, and used multiple apps to develop deep structure comprehension strategies and new literacies. This dissertation also reveals important questions for future research.

Indexing (document details)
Advisor: Ward, David
Commitee: Campbell, Kimberly, Carr, Carolyn
School: Lewis and Clark College
Department: Education
School Location: United States -- Oregon
Source: DAI-A 74/07(E), Dissertation Abstracts International
Subjects: Elementary education, Literacy, Reading instruction, Educational technology
Keywords: Comprehension, Digital readers, Literacy, Reading, Technology, iPads
Publication Number: 3556374
ISBN: 978-1-267-98310-7
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