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ERIC Number: ED556887
Record Type: Non-Journal
Publication Date: 2014
Pages: 158
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3038-2546-0
ISSN: N/A
E-Reading Comprehension versus Conventional Reading Comprehension of Junior High Students
Stevens, Brian
ProQuest LLC, Ph.D. Dissertation, Northcentral University
Technology is an increasing part in the lives of junior high students, but little is known about how this technology affects their reading. Reading comprehension from e-books is compared to reading comprehension from conventional print books with junior high students. The problem is that students may be reading from a medium that is less than the most effective medium, which has a negative effect on their achievement in school and beyond. The purpose of this quantitative study was to use a posttest-only experimental design to compare the reading comprehension of three groups of junior high students: (a) a control group using conventional text, (b) an experimental group using plain e-text, and (c) an experimental group using e-text with supports. According to a power analysis, at least 269 students would be necessary to detect a medium effect size. A suburban public junior high school provided 284 participants from Pittsburgh, Pennsylvania. Each student was randomly assigned to read from conventional text, plain e-text, or e-text with supports. Then the students took a reading comprehension test to help determine if one medium is more or less effective than either of the other two mediums. When a four-way ANOVA was run, no significant differences were discovered between the three mediums (p = 0.250). The effect size was w[superscript 2] = 0.008, which is less than a 0.10 small effect size. Therefore, one fails to reject the null hypothesis that the medium a junior high student reads from does not make a difference in reading comprehension scores. Now e-book designers can focus on areas that have been shown to make a difference and junior high school leaders can use and purchase the most cost-effective resources for reading comprehension. Recommendations for future research include expanding or refining this knowledge by exploring the effects of various e-features on more diverse participants, older or younger students, using different stories, and measuring the effect with instruction over an extended period of time. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Junior High Schools; Secondary Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania