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ERIC Number: ED566627
Record Type: Non-Journal
Publication Date: 2016
Pages: 97
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3394-7518-9
ISSN: N/A
Print and Digital Texts: Evaluating the Differences in Reading Comprehension Strategies
Maynard, Stephanie Elizabeth
ProQuest LLC, Ed.D. Dissertation, University of Phoenix
Concerns about the reading comprehension skills of students in the United States have been raised partly because of the introduction of digital products into their lives and the classroom setting. The Arizona Instrument to Measure Standards results from 2013 that were provided by the Arizona Department of Education indicated that reading scores drop from 1 point up to 30 points in Grade 8. The purpose of this study was to examine the effects of technology on reading comprehension to determine whether there needs to be a change in how reading comprehension is taught. A quantitative, correlational method was used with a sample of Grade 8 students in a school in Maricopa County, AZ. Students were given a pretest and then divided randomly into two groups. One group read a text in print format, and the other read a text in digital format. Both groups were taught reading comprehension using the reciprocal teaching method. All students were then given a posttest. The Mann-Whitney test performed to analyze the collected data for the research question did not provide evidence of a significant relationship between reading medium (print vs. digital) and reading comprehension. The mean data for the group using digital text declined, showing a net loss of -0.58; the mean data for the group using print text showed a net loss of -6.56. The Spearman-Rho correlation (rs) evaluated the strength of the relationship between groups, and the Mann-Whitney z score measured differences between the two groups. Pretest scores and reading comprehension of print and digital text were not significantly related (r[subscript s] = 0.06, p = 0.78). Posttest and comprehension scores between the print and digital formats also were not significantly related (r[subscript s] = 0.19, p = 0.39). [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: Grade 8; Junior High Schools; Middle Schools; Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arizona