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ERIC Number: EJ1090236
Record Type: Journal
Publication Date: 2016
Pages: 24
Abstractor: As Provided
ISSN: ISSN-1938-8071
Learning from Rising Sixth Grade Readers: How Nooks Shaped Students' Reading Behaviors during a Summer Independent Reading Initiative
Mitchell, Chrystine Cooper
Literacy Research and Instruction, v55 n1 p67-90 2016
Researchers have documented a "summer reading setback" where an achievement gap between proficient and struggling readers expands during the summer. This research focuses on 20 rising sixth graders who participated in a summer independent reading initiative using Nook digital readers. Using a qualitative exploratory design and content analysis, students' voices were recorded and analyzed to investigate how students' reading perceptions and reported reading behaviors were shaped by participation in a summer independent reading initiative using digital readers. Important implications were generated and exemplified the following: (1) Social reading relationships were cultivated, (2) Access to texts shaped students' reading, and (3) Nooks helped to foster reading behaviors. Most notably, 80% of the students reported a preference for digital readers. This study serves as a foundation to consider how and in what ways technology can shape students' literacy experiences in a technologically saturated society.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 6; Intermediate Grades; Middle Schools; Elementary Education; Grade 5; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A