ERIC Number: ED433500
Record Type: RIE
Publication Date: 1999-May
Improving Reading Strategies through the Use of Technology.
Lange, Mary; McCarty, Camille; Norman, Linda; Upchurch, Noelle
This study describes an approach for enhancing reading strategies through the use of technology for improving reading comprehension and vocabulary. The targeted population consisted of middle school students in a growing low to middle class community, located in central Illinois. The problem of declining reading scores was evidenced in data reported in documents compiled by Illinois State University and Illinois State Board of Education, Local Criterion Reference Test, growing numbers of Title I students based on teacher referrals, and teacher observational checklists denoting levels of student reading style and habits. Analysis of probable cause data revealed that students reported a lack of skills related to comprehension and vocabulary, which can be broken into the four areas of management, curriculum, biological, and environmental. Faculty reported student inability to read for understanding at grade level in the different content areas. A review of solution strategies suggested by professional literature, combined with an analysis of the setting of the targeted schools, resulted in the selection of three major categories of intervention: utilization of reading strategies with a focus on comprehension and vocabulary, incorporation of appropriate software, and integration of reading strategies into other subject areas. The post intervention data indicated an increase in the reading scores of students after utilizing a variety of software applications that incorporated reading strategies across the curriculum. By integrating the technology with the reading strategies, students demonstrated a transfer of knowledge in all content areas. Contains 26 references, 10 figures and 4 tables of data. Appendixes contain interview sheets, observation checklists, cooperative learning models, a list of software, worksheets on reading strategies and thinking skills, and various class activity sheets. (Author/SR)
Publication Type: Dissertations/Theses
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Master's Action Research Project, Saint Xavier University and IRI/Skylight.