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.
3 Comments
Alicia Martin
11/13/2017 09:06:06 pm
The articles I've read also say that the use of technology increases engagement. I like how you realized that even if you don't see the results you were expecting in your study you might find other useful data. That's a really good point and that will help me also to keep an open mind about my study. I can't wait to see how your study turns out.
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Stephanie Jones
11/13/2017 09:49:44 pm
I also found Wright's article interesting. I used it to support my driving question; How does technology impact student’s recall and reading comprehension? One thing to think about with this article is that the technology tool that was used in this study was non-animated. Your tool, Istation is very animated. I found a different article that supports our (very similar)driving question a little better. According Ihsan's research there were significant comprehension gains when the story was digitally animated. If you need another article the link is on my 790 blog page.
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Madeleine O'Rear
11/14/2017 03:37:12 pm
I thought it was really interesting in your articles how the use of technology impacted the kids in a different way than you might think. Like in the first article where students used a wider variety of resources. I wonder why technology use has that impact on students. Anyway, it sounds really interesting!
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