Looking at my data I have received two very different results. For my English Pre-Test students read “Tar Beach” which is a fiction story at the current 3rd grade level of 3.3. For the Post-Test they read “Tacky the Penguin” which was also at their current AR level of 3.3. The results showed not to be statistically significant. According to the T-Test Confidence interval Pre-Test minus Post-Test equals 4.44. The mean for the English Pre-Test was 88.89 and the mean for the English Post-Test was 84.44
However, the results for the Spanish Pre-Test and Post-Test were considered to be extremely statistically significant. The mean Confidence interval for the Spanish Pre-Test minus the Post-Test was 30.00. The overall mean for the Spanish Pre-Test was 77.78 and for the Post-Test it was 47.78. Looking at my English results I noticed there wasn’t much difference in the reading comprehension test results from the pre-test to the post-test. There was a significant difference in the reading comprehension test results in Spanish; in which students did not do so well in the post-test compared to the pre-test. Looking at the AR test results I noticed that the two Spanish books the students read were at the same AR level of 3.3, however, the AR quiz for the pre-test only had 5 questions and the post-test had 10 questions. I did take a look at the I-Station in English and Spanish and in English students are more interactive with games that have to do with the passage they just read. In Spanish I-Station has less interactive activities for students to do to answer comprehension questions from the passages. I asked my students verbally if they enjoyed using I-Station and why or why not. The responses I received were that they did like the English version of I-Station better than the Spanish version because they got to play more games in the English version.
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Link to my research paper
https://docs.google.com/document/d/1i-ZWmT1wEKlbsRp2Yvy5erVjYtC7nCcv2EXmtcxpolI/edit?usp=sharing What perspectives did the 3 new research articles offer?:
The 3 new articles I found had to do with E-readers, web based resources for reading, and using I-Pods for story time. All three talked about incorporating technology to help improve engagement and reading comprehension. In the article about E-Readers, they used 2nd graders and for 3 weeks they offered two reading methods, one used paper based books and the other E-Readers. The results found that students scored better using paper based texts; however, the group that used E-Readers used more reading resources (dictionary, word pronunciation, thesaurus) even though the same kind of resources were available to the paper based group (Sandra Wright, April Fugget, Francine Caputa). This made me realize that even if my research project doesn't turn out like I would expect I can might still find useful data that will help answer my question: How does technology affect bilingual student engagement with reading comprhension? How did they inform your study? I really liked the second article I found on using iPods for story time. This research article was conducted on kindergarteners and they used iPods to listen to audio books for silent reading time. Eventhough the students didn't improve in fluency they were more engaged and were more motivated to listen to the whole story. This gave students confidence and wanted to listen to more stories. These artilces validate my own research because others have also tried different technologies to help students stay motivated while reading. How does this relate to your driving question? Again these articles all relate to my driving question: How does technology affect bilingual student engagement with reading comprehension? The third article I found was done with a group of ESL students in their 5th year in a primary school. The researcher's findings were that web based learning experiences motivated students in reading comprehension ( Abidin, Mohamad Jafre Bin ZainolAuthor Information; Ping, Joyce Low Soong; Raman, Premadevi). All three articles have to do with having student engagement to help with reading comprehension and I all three are a little different in methods and technology used. Mine will also have a different technology tool but the main focus is the same. https://docs.google.com/document/d/19VuurvtwAIVoE422HWe1WYYPmh_htE8CaZnKnJLzwpg/edit?usp=sharing
Link to pre-test https://docs.google.com/forms/d/e/1FAIpQLSfuuwQuiH7DsKa-0eEQzGQy1nKjRv2WvW7cooJ9RaV3AF1QYQ/viewform?usp=sf_link This was in Spanish the questions are a google form doc that students will answer here is the translation: 1)Multiple choice, who were the main characters 2) short answer, what was the problem 3) short answer, how was the problem solved 4) short answer, what did you learn from this story. I will ask the same questions for the post test using a different story |
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