Literacy and Technology
Khalia Booth
EDUC 7201T T6B: Seminar
Appl/Thry and Research I
Fall 2010
Professor O’Connor-Petruso
December 4, 2010
Table of Contents

Introduction…..
3

Statement of the Problem…..
4

Literature Review…..
5

Statement of the Hypothesis…..
10

Method…..
11
Table of Contents, Page 2

External and Internal Validity….. 14

Possible Data…..
16

Data Analysis….
22

Results…..
23

References…..
24

Appendix(ces)…..
27
Introduction
As a student teacher and a citizen of the 21st Century, I am witnessing the transformation of
literacy as it moves from print to digital media. I firmly believe that the students of today need to
become acquainted, and taught how to use, manage, and learn effectively from the technology that
will be their future. I think that the educational theorist that can be applied best to the changing
modes of technology that will be the core of my future career as an educator is Jerome Bruner with
his belief that learning is an active, ever-changing construct that can be acquired by the environment
in which one lives (Takaya, 2008). If today’s students are going to be able to master their
technological future, they must be surrounded by computers, literacy programs that incorporate ereaders/reading software, and adults who are willing to integrate the facets of their world within the
classroom.
Statement of the Problem

At P.S. X, several students in Ms. Y’s class have
difficulty with reading comprehension, despite
various reading strategies presented within class
time to aid their literacy skills. Can the presence of
electronic books with their built-in dictionaries,
accessible highlighting, and re-sizable text assist
these students in their reading comprehension
skills?
Literature Review
A Theorist for Technology in the Classroom?:
Children learn from the world around them, from that learning develops understanding-Jerome Bruner (Takaya, 2008)
A Cautionary Tale of Technology:
While technology is promoted in the schools and by administrators of what should be seen in the classroom at this point in the 21st
Century, there are still hurdles of making our centers of education technologically current and effective for today’s students due to
individual teacher reluctance to incorporate computers or new modes of lessons via SmartBoard/Internet/Computer along with the lack of
money, time, and professional development into making technology a worthwhile supporter of digital literacy and modern education. (Bell,
Judge, & Puckett, 2006; Lovell & Phillips, Winter 09-10)
Literature Review, Page 2
Technology as an assistant to teachers:
Teachers can assess students in a variety of ways such as online access to student records such as
running records which are accumulated over the school year with teacher comments and observations,
therefore making it easier for teachers to see a year-to-year growth of a student’s literacy skills from previous
grades/schools. (Balajthy, 2007)
A teacher’s use of a laptop program for his classroom shows how he has integrated the technology
with his lessons by having his students start the day with a computer-based prompt,; when reading a book,
the students create a book blog for online discussions; and there are websites that the teacher has chosen
to have his students practice vocabulary that is tailored for his students’ needs. (Barone & Wright, 2009)
Teachers can take the creation of their lessons from simple word-processor based assignments to
Power-Point presentations that push the level of learning one step further by adding a web-link that connects
with the lesson. The web-link is encouraged to foster student interaction by having them interact with online
pen-pals or connect with an author of a book they’re reading for class discussion. (Britten & Cassady, 2005)
Adapting the technology to the current teaching practices (i.e. Reader’s Workshop model) can help
enhance/expand possibilities for learning. (Handsfield, Dean, & Cielocha, 2009; Hamilton, B., 2009; Labbo,
May 2005; Larson, 2008; Zawilinski, Zucker, & Invernizzi, 2008)
Literature Review, Page 3
Technology’s use in the classroom:
A program that gives a classrooms a set of PDAs and examines the teacher/student reaction to the technology. Students were
favorable to the HWCs, but expressed concern about the lagging wireless access. Teachers liked the HWCs for the support/enhancement
of the lessons and easier reading of student assessment, but had issues of trouble shooting with the absence of a tech support. (Chen,
Kermani, & Moallem, 2005)
Students with disabilities with literacy struggles can have an easier time re-telling their stories via computers and creating their own
electronic books that serve as the basis for a classroom library for the rest of the school year. (Milby & Rhodes, 2007)
This is an examination of the various possibilities that technology can be used in the classrooms. E-mail exchanges for book
discussions, online courses that give greater flexibility for the students in managing their education in difficult times, computer-based
assessment of student class-work that gives the participating student feedback on their literacy development and the professional
development of teachers regarding technology in the classroom are all aimed to increase student achievement with regards to literacy.
(Borck, Kaplan, & Sternberg, 2007)
Children can take control of the learning process by using technology to transform themselves into electronic authors, while acquiring
the skills of research, presenting information to a specific audience and discovering their own individual skills. (Kervin & Mantei, March
2009)
Literature Review, Page 4:
Technology’s Effect Upon the Students:
Infusing multimedia content in daily lessons help make school material memorable and the concepts clear to children, while the
computer-assisted tutoring show that there is more support for this type of technology integration than computer-based software for
teaching children how to read. (Abrami, Chambers, Cheung, Gifford, Madden, Slavin, & Tucker, 2008)
Examines 18 classrooms and observed the reactions of teachers and at-risk students towards the technology. Teachers grew
comfortable with the technology, while the students remained actively engaged in computer programs that worked beyond the “workbook
with a screen” mode of education. The technology enabled differentiated instruction for the students’ which opened the eyes of the
teachers who acknowledged that with the technology present, she would never have given the students the individualized instruction
he/she needed. The at-risk students saw their own growth and concrete examples of their learning to the point that they felt that they
were actively achieving something of value in their presence in the classroom. (Blachowicz, Bates, Berne, Bridgman, Chaney & Perney,
2009)
Various studies examined by this author focus on the social aspects of children as they explore the world of technology on their
own terms and have found that too many researchers focus on the operational (what children do with technology) than with the how they
are able to understand and interact with various forms of digital literacy. (Burnett, 2009)
The use of talking books with boys who have low phonological awareness helped to significantly improve their phonological
proficiency. There was a deeper engagement with the talking book that was appropriate to their age level and being encouraged to chime
in with the book as it is reading to them helped give the boys confidence in their word reading skills. The boys who had higher
phonological awareness were able to engage with the talking books on a more advanced level by being able to decode the text
independently, but turned to the speech portions of the book to help them when needed. (Chera, Littleton, & Wood, 2006)
Literature Review, Page 5:
Technology’s Effects Upon the Students (continued):
It was found that students from lower socio-economic status scored higher using electronic readers
than students with higher socio-economic status. The threshold for achievement for the students from high
socio-economic status was higher than those from lower SES, therefore making their achievement of high
scores much more difficult to obtain and harder to discern over whether the presence of electronic books
for them was as effective as electronic books for those of lower SES. (Korat & Shamir, 2006)
An overview of various studies that have examined the effects of e-books from pre-kindergarten to
fifth grade. It was found that in some studies in the lower grades (Pre-K to 3), students scored better after
having an electronic book read to them with an adult present rather than reading the e-book on their own.
The Pre-K to 3 students were also found to be easily distracted by electronic books that had an
overabundance of interactive features and thus gained low scores on reading comprehension and retelling. The students who worked with electronic books that simply had text, text-to-speech features and
in-book explanations of what certain words meant scored higher. (Zucker, Moody, & McKenna, 2009)
Technology’s effects upon the students can change the nature of when, how, and why they read. It
can also transform how students with disabilities are able to access, acquire, and process information with
generally favorable results. (Lee & Vail, 2005; Pearman, 2008; Sternberg, Kaplan, & Borck, 2007; U.S.
Department of Education, 2010 )
Statement of the Hypothesis
Over a period of two-three weeks, six students from P.S. X’s fifth grade classes who
struggle with reading comprehension will be given a set of books. Using the Percy Jackson
series by Rick Riordan as my primary text, three students will read a book from the series
in its electronic form and the other three will read a book from the series in its print form.
Their motivation is to use the books they have chosen as the basis for a short book report
and a brief reading comprehension quiz.
Method

Participants: Fifteen fifth grade students from Ms. Y’s class in P.S. X who
have scored a Level 2 or below on their 4th Grade ELA exams.

Instrument(s): A web-based electronic reader such as the Kindle for PC
and traditional print books.

Experimental Design: Quasi-Experimental Group Design
Present Survey
Pre-Test
O
Treatment X1
Post Test O
Post-Survey





Method, Part 2

Procedure: After selecting the participants for the treatment, a general
survey will be presented to the students to gauge their interest in the
treatment and the type of books they would be interested in reading via
Kindle or traditional print media. After the survey, comes a brief pre-test,
which will examine the students’ reading comprehension skills.

The survey and the pre-test will determine the book that will be used for
the treatment. They will also help in assessing which students would
benefit from the electronic reader or traditional print media. The students
will be separated into two groups. Both groups will receive a treatment.
Group 1 (X1) will read a book selected from the survey via the Kindlefor-PC program, while Group 2 (X2) will read the same book selected
from the survey via traditional print media. After a two-week session of
the treatment for both groups, a post-test will be administered to
examine whether the students’ level of reading comprehension
increased.
Method, Part 3
A post-test survey will be presented to the students to help the reflect on
their experience and whether the act of reading increased in favorability to
gauge the students’ receptivity to the treatment.
External and Internal Validity
Threats to Internal Validity
Maturation
Students could lose interest in the book
assigned to be read on the electronic reader.
Mortality
Parental Objections due to the technology
involved (not seen as a real treatment for
literacy issues).
Selection-Maturation
Students might develop greater affinity for
one format of reading over another (ereaders might be a more attractive format for
the participants than the traditional print
form)
External and Internal Validity, Page 2
Threats to External Validity
Pre-Test Treatment
Treatment Diffusion
Experimenter Effects
Novelty Effect
Students might have prior knowledge of the reasons
why they are having a treatment due to poor
literacy skills, which might produce a negative
reaction to the pre-test.
As students take the treatment, there may be
discussion amongst the participants about the
treatment.
Prior knowledge of the students’ reading skills
might inform the reading level of the book chosen
for the treatment.
Students will be exposed to a computer program
that can give them the ability to download a book
within a second, thus giving them a favorability and
improved reaction to the presence of new
technology.
Possible Data
Possible Data, Page 2:
Student Reading Comprehension Scores (Pre-Test)
80
P
r
e
T
e
s
t
70
60
50
40
Series1
S 30
c
o 20
r
e
10
s
0
Student A
Student B
Student C
Student D
Participants Eligible for E-Reader Treatment
Student E
Possible Data, Page 3:
Student Reading Comprehension Scores (Post-Test)
90
R
e
a
d
i
n
g
80
70
60
50
40
S
c 30
o
r 20
e
s 10
Series1
0
Student A
Student B
Student C
E-Reader Group
Student D
Student E
Possible Data, Page 4:
Comparison of Reading Comprehension Scores
90
80
70
60
50
Series1
40
Series2
30
20
10
0
Student A
Student B
Student C
Student D
Student E
Possible Data, Page 5:
Data Analysis

Correlation Co-efficient: 0.924015688

Shows a strong relationship between the
improvement of reading comprehension
scores when an e-reader treatment is given.
Results

Discussion

Implications
References









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Abrami, P.C., Chambers, B., Cheung, A., Gifford, R., Madden, N.A., Slavin, R.E., and Tucker, B.J. Technology Infusion in Success for
All: Reading Outcomes for First Graders (September 2008) The Elementary School Journal, 109(1)
Balajthy, E. (November 2007) Technology and Current Reading/Literacy Assessment Strategies The Reading Teacher, 61(3), pp. 240-247
DOI: 10.1598/RT.61.3.4
Barone, D. and Wright, T. E. (December 2008/January 2009) Literacy Instruction with Digital and Media Technologies
Bell, S.M., Judge, S., and Puckett, K. Closing the Digital Divide: Update From the Early Childhood Longitudinal Study (September/October
2006) The Journal of Educational Research Vol. 100(No. 1) pp. 52-60
Blachowicz, C. L.; Bates, A.; Berne, J., Bridgman, T.; Chaney, J., and Perney, J. (2009) Technology and At-Risk Young Readers and Their
Classrooms Reading Psychology, 30, pgs. 387-411 doi: 10.1080/02702710902733576
Britten, J.S. and Cassady, J.C. The Technology Integration Assessment Instrument: Understanding Planned Use of Technology by
Classroom Teachers (2005) Computers in the Schools Vol. 22, No. 3/4, pp. 49-61 doi: 10.1300/J025v22n03_05
Burnett, C. Research into literacy and technology in primary classrooms: an exploration of understandings generated by recent studies
(2009) Journal of Research in Reading, Vol. 32, 1, pp 22–37 DOI: 10.1111/j.1467-9817.2008.01379.x
Chera, P.; Littleton, K.; Wood, C. (May 4, 2006) Interactions with Talking Books: phonological awareness affects boys’ use of talking
books Journal of Computer Assisted Learning 22, pp. 382-390
Hamilton, B. Making the Most of a Teaching Partner (2009) The Reading Teacher, 63(3), pp. 245–248 DOI:10.1598/RT.63.3.8
Handsfield, L. J., Dean, T. R., and Cielocha, K. M. Becoming Critical Consumers and Producers of Text: Teaching Literacy with Web 1.0
and Web 2.0 (September 2009) The Reading Teacher, 63(1), pp. 40–50 DOI:10.1598/RT.63.1.4
References, Page 2
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Kervin, L. and Mantei, J. Using computers to support children as authors: An Examination of Three Cases (March 2009)
Korat, O. and Shamir, A. (October 25, 2006) Electronic Books versus adult readers: Effects on children’s emergent literacy as a function of
social class Journal of Computer Assisted Learning (2007), 23, pp. 248-259 doi: 10.1111/j.1365-2279.2006.00213.x
Labbo, L. From Morning Message to Digital Morning Message: Moving from the tried and true to the new (May 2005) The Reading
Teacher Vol. 58, No. 8 DOI: 10.1598/RT.58.8.9
Larson, L.C. Electronic Reading Workshop: Beyond Books with New Literacies and Instructional Technologies (October 2008) Journal of
Adolescent & Adult Literacy 52(2), pp.121-131 DOI: 10.1598/JAAL.52.2.3
Lee, Y. and Vail, C.O. Computer-Based Reading Instruction for Young Children with Disabilities (Winter 2005)
Lovell, M. and Phillips, L. Commercial Software Programs Approved for Teaching Reading and Writing in the Primary Grades: Another
Sobering Reality (Winter 09-10) Journal of Research on Technology in Education, 42(2), pp.197-216

Moallem, M., Kermani, H. and Chen, S. Handheld, Wireless Computers: Can they improve learning and
instruction? (2005) Computers in the Schools Vol. 22, No. ¾ , 2005, pp. 93-106 DOI: 10.1300/J025v22n03_08

Oakley, G. and Jay, J. “Making Time” for Reading: Factors That Influence the Success of Multimedia Reading in the Home (November
2008) The Reading Teacher, 62(3), pp. 246-255 DOI: 10.1598/RT.62.3.6
Pearman, C.J. Independent Reading of CD-ROM Storybooks: Measuring Comprehension With Oral Retellings (May 2008) The Reading
Teacher, 61(8), pp. 594–602 DOI:10.1598/RT.61.8.1
Rhodes, J. A. and Milby, T. M. (November 2007) Teacher-Created Electronic Books: Integrating Technology to Support Readers with


Disabilities The Reading Teacher, 61 (3), pp. 255-259 DOI: 10.1598/RT.61.3.6
References, Page 3
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Sternberg, B.J., Kaplan, K. A., and Borck, J.E. Enhancing Adolescent Literacy Achievement Through Integration of Technology in the
Classroom (July/August/September 2007) Reading Research Quarterly 42/3 pp. 416-420 doi: 10.1598/RRQ.42.3.6
Takaya, Keiichi Jerome Bruner’s Theory of Education: From Early Bruner to Later Bruner (2008) Interchange, Vol. 39/1, pp. 1–19 DOI:
10.1007/s10780-008-9039-2
U.S. Department of Education What Works Clearinghouse Intervention Report (September 2010) Institute of Education Sciences
Zawilinski, L. HOT Blogging: A Framework for Blogging to Promote Higher Order Thinking The Reading Teacher, 62(8), pp. 650–661
DOI:10.1598/RT.62.8.3
Zucker, T.A. and Invernizzi, M. My eSorts and Digital Extensions of Word Study (May 2008) The Reading Teacher Vol. 61 (8), pp. 654–
658 DOI:10.1598/RT.61.8.7
Zucker, T.A., Moody, A.K., McKenna, M.C. (2009) The Effects of Electronic Books on Pre-Kindergarten-to-Grade 5 Students’ Literacy
and Language Outcomes: A Research Synthesis J. Educational Computing Research, Vol. 40(1) 47-87
Appendix(ces):
Survey
Part I.: Demographics
1) How old are you?
=1=
=2=
=3=
=4=
=5=
=6=
5-10
11-20
21-30
31-40
41-50
51-60
2) What is your Ethnic Background? ________________________
3) Are your parents employed?_________________________
4) If employed, which borough do they work? ______________________________
5) Gender: Male/Female
Survey, Part 2:
Part II.: Literacy
1) Do you like to read?
=1=
=2=
=3=
=4=
Never
Sometimes
Often
Always
2) How often do you read?
=1=
=2=
=3=
=4=
Never
Sometimes
Often
Always
3) How often do you use technology?
=1=
Never
=2=
Sometimes
=3=
=4=
Often
Always
Survey, Part 3:
1) What kind of technology do you own or use? (Circle any that apply)
=1=
Computers (laptops/desktops)
=2=
=3=
=4=
Cell Phones
Blackberries
I-Phones
2) Have you ever used an electronic reader? (Kindle, Nook, I-Pad, Kindle-for-PC, Nookfor-PC, Android Kindle)
=1=
Never
=2=
=3=
=4=
Sometimes
Often
Always
3) Would you like reading a book from an electronic reader?
=1=
=2=
=3=
=4=
Never
Sometimes
Often
Always
Survey, Part 4:
1) How often would you read books if you had an electronic reader?
=1=
Never
=2=
=3=
=4=
Sometimes
Often
Always
Part III.: Reading Interests
2) What Reading Genres do you like?
=1=
=2=
=3=
Science Fiction
Historical Fiction
Realistic Fiction
=4=
Non-Fiction
Survey, Part 5:
1) If you had to choose one of these authors to read, which one would it be?
=1=
Rick Riordan
“Percy Jackson series”
=2=
Suzanne Collins
=3=
C.S. Lewis
“Hunger Games” “Narnia series”
=4=
Beverly Cleary
“Ramona series”
2) If you had to read a book from an electronic reader, how long do you think it would take
you to read it?
=1=
=2=
=3=
=4=
2 weeks
4 weeks
8 weeks
10 weeks
Consent Form

Parental Consent:
Dear Sir/Madam:
I will allow/not allow my child________________________ to
participate in a two-to-three week study where he/she will be able to read an
electronic book in order to improve reading skills.
Parent Signature_______________________________
Date________________________
Appendix B

School Consent:
Dear Sir/Madam:
I, Principal_____________________ of
P.S.___________________, will allow/not allow the presence of a twothree week study in which the children of Ms. Y’s class will be exposed
to electronic media to improve literacy skills.
Principal Signature______________________
Assistant Principal Signature________________________
Date________________________
Appendix C

Student Consent:
Dear Sir/Madam:
I,___________________________ of Class 5____________, will allow/not allow myself to participate in a
two-three week study to use electronic (computer) programs to
assist in improving literacy skills.
Student Signature________________________
Date_________________