Keywords

Reading comprehension strategies, new literacy, ipad, metacognition, content reading, qualitative research, case study

Abstract

The intent of this qualitative research study was to investigate the experiences of eighth-grade readers as they read nonfiction text on an iPad for academic purposes. Analysis of the Common Core State Standards (CCSS) calls for close reading requiring readers to interact with the text to create meaning (Fisher, n.d.). With this in mind, the researcher investigated reading strategies students used to support their reading as well as what role the iPad features played in the reading process. Several theoretical perspectives informed the framework for this study: (a) New Literacies theory, (b) transactional theory, (c) constructivist theory, and (d) metacognition theory. These perspectives focused on the reading comprehension strategies students used to facilitate reading comprehension while reading nonfiction text on an e-reader, specifically on an iPad. Data sources for this study included the following: (a) retrospective think alouds; (b) student questionnaire about iPad knowledge and experiences; (c) pre-study student interview; (d) post-study student interview; (e) Metacognitive Awareness of Reading Strategies Inventory (MARSI); (f) student observations; and (g) teacher interview. Preselection data for the collective case study participants were used to identify proficient readers who displayed confidence, competency, and control over text. The criteria used for participant selection included (a) reading skills using Lexile Levels, (b) MARSI survey, and (c) iPad use survey to determine prior knowledge of iPad. Three themes emerged in the collective case study that were directly related to the analysis. Students used a combination of (a) reading comprehension strategies, (b) nonfiction features, and (c) iPad features to support their reading of nonfiction on the iPad. Analysis of the data iv revealed three distinct groups for which recommendations were made: (a) classroom teachers, (b) publishers, and (c) researchers.

Notes

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Graduation Date

2013

Semester

Spring

Advisor

Zygouris-Coe, Vicky

Degree

Doctor of Education (Ed.D.)

College

College of Education and Human Performance

Degree Program

Education

Format

application/pdf

Identifier

CFE0004662

URL

http://purl.fcla.edu/fcla/etd/CFE0004662

Language

English

Release Date

May 2013

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Subjects

Dissertations, Academic -- Education, Education -- Dissertations, Academic

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