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ERIC Number: ED569038
Record Type: Non-Journal
Publication Date: 2014
Pages: 170
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3038-8129-9
ISSN: N/A
A Mixed Method Study of the Effects of iPod Touch, Partner-Reading, and Independent Practice on Reading Fluency Performance, Perceived Reading Efficacy, and Engagement of Second Grade Students
Wilder-Kingsby, Ceylynda
ProQuest LLC, Ed.D. Dissertation, Azusa Pacific University
This mixed method study explored three approaches to reading fluency and their impact on students' reading fluency, perceived reading efficacy, and engagement. The quantitative portion of the study was conducted with 182 second-grade students and was guided by the following questions: (a) Which instructional method, iPod Touch, student-pairing, or independent practice, results in higher assessed levels of reading achievement, specifically fluency? (b) To what extent do repeated reading practices impact second-grade students' perceived reading self-efficacy as measured by a reading perception scale? (c) Which repeated reading instructional method, iPod Touch, student-pairing, or independent practice, elicits a higher level of student engagement as measured by observation, utilizing a Student Engagement Checklist? A MANOVA revealed no significant difference in the effectiveness of the 3 methods of fluency instruction in building students' ability to read fluently or perceived reading efficacy. However, reading fluency levels were increased in each of the three instructional groups. Results also revealed a significant impact from the use of the iPod Touch device on students' active engagement in reading fluency practices. The qualitative phase consisted of interviews of 10 second-grade teachers. The interviews consisted of 19 open-ended questions eliciting teachers' perceptions regarding the strengths, weaknesses, and relative effectiveness of each of the fluency instructional approaches: iPod Touch, student-pairing, or independent practice. Three themes emerged from the teachers' perceptions: (a) novel factors, such as technology, contribute to increased reading effectiveness, confidence, and engagement; (b) employing a variety of effective strategies promotes reading fluency; and (c) immediate feedback is a necessary component to building and increasing students' reading fluency. [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 2; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A