ERIC Number: EJ1090236
Record Type: Journal
Publication Date: 2016
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1938-8071
EISSN: N/A
Learning from Rising Sixth Grade Readers: How Nooks Shaped Students' Reading Behaviors during a Summer Independent Reading Initiative
Mitchell, Chrystine Cooper
Literacy Research and Instruction, v55 n1 p67-90 2016
Researchers have documented a "summer reading setback" where an achievement gap between proficient and struggling readers expands during the summer. This research focuses on 20 rising sixth graders who participated in a summer independent reading initiative using Nook digital readers. Using a qualitative exploratory design and content analysis, students' voices were recorded and analyzed to investigate how students' reading perceptions and reported reading behaviors were shaped by participation in a summer independent reading initiative using digital readers. Important implications were generated and exemplified the following: (1) Social reading relationships were cultivated, (2) Access to texts shaped students' reading, and (3) Nooks helped to foster reading behaviors. Most notably, 80% of the students reported a preference for digital readers. This study serves as a foundation to consider how and in what ways technology can shape students' literacy experiences in a technologically saturated society.
Descriptors: Reading, Grade 6, Grade 5, Independent Reading, Reading Achievement, Summer Programs, Reading Assignments, Reading Improvement, Books, Handheld Devices, Reading Motivation, Middle School Students, Technology Uses in Education, Suburban Schools
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 6; Intermediate Grades; Middle Schools; Elementary Education; Grade 5; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A