Dissertation/Thesis Abstract

The effects of enhanced e-books vs. traditional print books on reader motivation, comprehension, and fluency in an elementary classroom
by Marrone, Alicia, M.A.T., The William Paterson University of New Jersey, 2014, 147; 1583026
Abstract (Summary)

Students today are spending a significant amount of time engaged in media activity, yet even with an increase of e-reader compatible smart devices, reading has not increased in popularity among elementary school age children. It is critical that students spend time engaged in meaningful reading activities to become proficient readers. Thus, as educators of these 21 st century learners, we must find a way to increase reader motivation and bridge the gap between home leisure activities and school activities. The objective of this study was to determine the impact of reading enhanced e-books on the iPad vs. traditional storybooks with regard to motivation to read, reading comprehension and fluency. Qualitative and quantitative methods of data collection were used, over a period of four weeks with 22 first grade student participants. The results of this study suggested that e-books are more appealing than traditional print books and as equally appealing, if not more appealing to students than educational apps. By the end of the study, all students were fluently reading books at least one guided reading level higher. The results from this study showed that students benefited from the combination of e-books and traditional storybooks, with this method resulting in increased fluency and comprehension among readers.

Indexing (document details)
Advisor: Strasser, Janis
Commitee:
School: The William Paterson University of New Jersey
Department: Elementary Education
School Location: United States -- New Jersey
Source: MAI 54/03M(E), Masters Abstracts International
Source Type: DISSERTATION
Subjects: Elementary education, Literacy, Reading instruction, Educational technology
Keywords: Comprehension, E-books, First grade, Fluency, Motivation, Reading
Publication Number: 1583026
ISBN: 9781321532944
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