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ERIC Number: ED566317
Record Type: Non-Journal
Publication Date: 2013
Pages: 81
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3037-5176-9
An Exploration of Strategies for Integrating Portable Electronic Text into Language Arts Instruction to Improve the Reading Experience and Motivation of Secondary School Students
Trafford, Stuart E.
ProQuest LLC, D.Ed. Dissertation, University of Delaware
Over the last four years, East Coast High (a pseudonym), a midsized high school on the East Coast, has failed to meet adequate yearly progress targets in reading as set forth by the Department of Education (DOE) in response to the No Child Left Behind Act (NCLB). Each year, many students at East Coast High entered the library and chose a book they were not interested in reading because the book was either above their reading level or irrelevant to their daily life. Other students failed to comprehend what they read, yet did not ask for help or use a dictionary, fearing negative comments from their peers. The overarching goal of this study was to improve the reading experiences of students by exploring the use of eReaders in the ninth-grade English language arts curriculum. Two objectives guided the study. The first objective was to identify strategies for integrating eReaders into the ninth-grade English curriculum in ways that enhance teaching and learning. The second objective was to investigate the impact of those strategies on students' reading experiences and motivation to read. Data was collected from teacher and student interviews, student surveys, and core development team meeting information, to determine whether the implementation of eReaders in the classroom is beneficial to students, especially those who are struggling readers. Findings indicated that teachers and students utilized the eReaders in conjunction with existing reading strategies. The use of eReaders improved student enjoyment and motivation to read. Based on the findings, the implementation of eReaders is recommended in order to increase student engagement and motivation. Additional recommendations are made for administrators and teachers. Finally, limitations to the findings of this study are discussed. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools; Secondary Education; Grade 9; Junior High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A