The Electronic Transformation of Literacy and Its Implications for the Struggling Reader

McKenna, Michael C.; Reinking, David; Labbo, Linda D.; Kieffer, Ronald D.

doi:10.1080/105735699278233

Cited by 31 publications

(3 citation statements)

References 7 publications

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“…These researchers posited that the types of affordances included in e-book programs may have differential impacts on student learning outcomes, distinguishing between enriching animations that promote understanding and overly-stimulating interactive features that distract from the core target skills. Specific affordances, such as increasing student autonomy, providing guided questioning, providing access to online dictionaries, and offering immediate feedback have been proposed as features that might further enrich the learning opportunities afforded by e-books (Biancarosa & Griffiths, 2012; Caplovitz, 2005; McKenna, Reinking, Labbo, & Kieffer, 1999). At the same time, in a recent meta-analysis (Sung et al, 2016), the overall effect of e-book readers (e.g., Kindles) on learning, broadly defined, was negative ( d = -0.70, whereas the effect of more interactive apps used on tablet computers and handheld computers was much higher ( d = 0.61 and 0.74, respectively).…”

Section: Introductionmentioning

confidence: 99%

Building word knowledge, learning strategies, and metacognition with the Word-Knowledge e-Book

Connor

Day

Zargar

et al. 2019

Computers & Education

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Many children fail to comprehend what they read because they do not monitor their understanding, which requires making accurate judgements of what they know and then employing repair strategies when comprehension fails. Relying on research from learning science and cognitive and developmental psychology, we developed the Word Knowledge e-Book (WKe-Book) to improve children’s calibration of their word knowledge, strategy use, and word knowledge overall; skills which are associated with reading comprehension. The WKe-Book, which is read on a tablet computer, is a choose-your-own adventure book where choices require choosing between two rare words (e.g., cogitate vs. procrastinate). Depending on the word chosen, the story follows a different plot. There are also embedded comprehension questions where students receive immediate feedback with consequences for incorrect answers, such as being sent back to reread a few pages. In a randomized controlled trial, we tested whether students (N = 603 in 25 third through fifth grade classrooms in Arizona in the US) reading the WKe-Book would demonstrate improved word knowledge, strategy use, and word knowledge calibration. Classrooms were randomly assigned to read the WKe-Book immediately (treatment) or later (delayed-treatment control), and within classrooms, students were randomly assigned to either participate in a 15-minute weekly book club (book club treatment) or to read the WKe-Book independently with no book club (no book club control). Results revealed a significant treatment effect of the WKe-Book on students’ word knowledge, word knowledge calibration, and strategy use, which predicted student performance on standardized reading comprehension and vocabulary measures. The effects were greater for students who participated in weekly book clubs compared to students in the no book club control. These findings suggest that the affordances offered by technology, which are unavailable in paper-based books, can support students’ development of metacognition, including word knowledge calibration, strategy use, and word learning skills.

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Section: Introductionmentioning

confidence: 99%

Building word knowledge, learning strategies, and metacognition with the Word-Knowledge e-Book

Connor

Day

Zargar

et al. 2019

Computers & Education

View full text Add to dashboard Cite

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“…Dictionary access and embedded comprehension questions with immediate feedback are two interactive features that have been found to support the development of word learning and reading comprehension (Bus, Takacs, & Kegel, 2015;Roskos, Brueck, & Lenhart, 2017;Scoter, 2008) and scaffold the use of reading strategies (Caplovitz, 2005;McKenna, Reinking, Labbo, & Kieffer, 1999). For example, a web-based interactive multimedia literacy software was designed to explicitly target reading comprehension strategies and was found to produce positive effects on vocabulary gains and reading comprehension for first and second graders (Lysenko & Abrami, 2014).…”

Section: E-book Affordances For Teaching Reading Strategiesmentioning

confidence: 99%

Opening the black box: user-log analyses of children’s e-Book reading and associations with word knowledge

Umarji

Day

et al. 2020

Read Writ

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“…communication from traditional in the form of printed media to modern in the form of electronic or online media. The transformation of media literacy, according to [3], requires changes not only in the ways or methods of teaching children to have literacy skills but also a basic understanding of literacy itself.…”

Section: Introductionmentioning

confidence: 99%

An Informational Text Reading Instruction Model to Improve Undergraduate Students’ Reading Skill, Creativity and Criticism

Thohir¹,

Wardana²,

Nurtaat³

et al. 2021

Proceedings of the 2nd Annual Conference on Education and Social Science (ACCESS 2020)

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This study aimed to see the effectiveness of the informational text reading the instruction model. This study adopted a mixed method with concurrent embedded design involving 50 undergraduate students in English department of Mataram University. This study applied one-group pretest posttest design involving: administering a pretest, applying the experimental treatment, and administering a posttest. After the posttest, the questionnaire was distributed to the students to know their opinions about the informational text reading the instruction model. The quantitative data got from the pre-and posttest were analyzed with the help of SPPSS, while the data from the questionnaire were analyzed following qualitative analysis steps: data reduction, data display and drawing a conclusion. The results show that a significant difference between the pretest and posttest scores, in which Sig, (2-tailed) was 0.000, which is less than 0.05. Further, in the closed questionnaire results, it is found that most of the students agreed that if the instruction of reading for informational texts trained them to be more critical and more creative and helped them to understand the texts more easily. In addition, it is also found that most of them strongly agree if the instruction of reading for informational texts trained to be more active and could improve their English vocabulary. On the other hand, from the responses to the open questionnaires.

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The Electronic Transformation of Literacy and Its Implications for the Struggling Reader

Cited by 31 publications

References 7 publications

Building word knowledge, learning strategies, and metacognition with the Word-Knowledge e-Book

Building word knowledge, learning strategies, and metacognition with the Word-Knowledge e-Book

Opening the black box: user-log analyses of children’s e-Book reading and associations with word knowledge

An Informational Text Reading Instruction Model to Improve Undergraduate Students’ Reading Skill, Creativity and Criticism

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