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ERIC Number: ED569421
Record Type: Non-Journal
Publication Date: 2014
Pages: 106
Abstractor: As Provided
ISBN: 978-1-3039-1498-0
E-Readers and the Effects on Students' Reading Motivation, Attitude, and Comprehension
Long, Deanna
ProQuest LLC, Ed.D. Dissertation, Texas A&M University, Commerce
The purpose of this study was to determine if the use of E-readers during guided reading instruction would affect students' reading motivation, attitude toward reading, and reading comprehension. The study utilized on a quasi-experimental mixed methods research design that involved 35 fifth grade students in two fifth grade reading classes. For 10 weeks, 19 students received guided reading instruction by means of the traditional paper text, while 16 students received guided reading instruction by means of E-readers using digital text. The Motivation to Read Profile ([MRP]; Gambrell, Palmer, Codling & Mazzoni, 1996) was used to measure student motivation, the Elementary Reading Attitude Survey ([ERAS]; McKenna & Kerr, 1990) was administered to measure student attitude, and the Gates-MacGinitie Reading Tests, Fourth Edition, ([GMRT]; MacGinitie, MacGinitie, Maria & Dryer, 2000) was administered to measure student comprehension. The MRP Reading Survey, ERAS, and the GMRT served as quantitative data sources. Multivariate analysis of variance (MANOVA) showed no significant difference between the E-reader and the traditional paper text in regard to reading motivation, attitude toward reading, or reading comprehension. Qualitative data were collected through the MRP Conversational Interviews (Gambrell, Palmer, Codling & Mazzoni, 1996)) with students who showed gains in reading motivation and/or attitudes toward reading. Semi-structured interviews were conducted with 9 students that showed gains in motivation and attitude based upon the pre/post MRP Reading Survey and ERAS. The interviews revealed that while technology is important in the daily lives of our students, small group teacher student interaction is important for students to be successful in our reading classrooms and texts that are appealing and relevant help motivate students to become more engaged in the reading process. [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: Grade 5; Intermediate Grades; Middle Schools; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Elementary Reading Attitude Survey; Gates MacGinitie Reading Tests; Motivation to Read Profile