Improving Reading Abilities

1. Improving Reading Abilities Are interactive/e-books effective in improving reading abilities and attitudes towards reading? Katie Templeton Kindergarten Shuford Elementary

2. Background • I chose to do this study because I find myself year after year struggling to get two or three students on grade level. • I have tried all types of different teaching strategies, hands on learning, phonics, and using songs. Although these strategies have been somewhat successful, in that the students show progress, they are still struggling. • I decided to try having students work with interactive books as another way for them to experience read aloud without me having to find another ten minutes in my day to do separate read aloud sessions.

3. Background • “Electronic books do meet kindergarten children’s developmental needs without placing a heavy demand on adult support. Books presented electronically by a computer offer a viable option for those who are looking for alternative ways to provide kindergarten children with occasions for listening to stories. • Adriana Bus and Maria De Jong • Reading Research Quarterly Vol.39 • “Studies have shown that even students who say they don’t enjoy reading find it to be more enjoyable when reading an e-book.” • Deborah McKenzie • MultiMedia & Internet@Schools, 16(1), 27-28

4. Research Questions • What are the effects of e-books on reading abilities of low performing ELL students? • What are the effects of e-books on Concepts about Print? • How do my students feel about their reading abilities after working with the interactive books?

5. Research Questions • I chose to research these questions, because I wanted to see if adding e-books to my literacy instruction would make a difference in my students reading abilities and attitudes towards reading. Using the data that I collected gave me a concrete answer, not just my opinion.

6. Participants • During my study I worked with four ELL students in my classroom. • Two students were girls and two students were boys. • The students were all low performing students, however there were variances in their academic knowledge. My girls were working on a higher level than my boys.

7. Instructional Procedures • My study was conducted over five weeks. • Daily, each of my students read three interactive books ranging in time from 7-10 minutes. • The students read the interactive books during the morning part of their day. • My role was to facilitate. I assisted the students in getting on the correct website and being an observer.

8. Data Collection • Reading Levels • Dibels Assessment to assess reading level. • Observation and Notes • Concepts About Print • Dibels Assessment • Observations while students were working with me. • Attitudes towards Reading • Student survey • Teacher observation/antectodal notes during e-book sessions and while students were in the reading center.

9. Data Collection • I assessed my students by using the Dibels program to find their reading levels. • I assessed my students by using the Dibels program to find their knowledge of concepts about print. • I observed students during the assessment process, during their e-book sessions, and during their free time. While observing them during assessments and in their free time I made notes about their interactions and comments. During their e-book sessions, I documented how many times they looked up or began to fidget. • I also used a questionnaire asking students how they felt about reading.

10. Data Analysis • I tallied my observations during their e-book sessions. • I made notes of their interactions with books and coded those notes to see if there was an increase. • I tallied the information I received from my surveys. • After assessing Concepts about Print and their reading level, I put the information into a database.

11. Results • By the end of the study, all of my students were able to pass the concepts about print test. • Three out of the four students are now reading. • All students said they enjoyed the activities and wanted to continue using e-books after the study was complete. • There was no consistent increase in the students’ interactions with books.

12. Reading Levels

13. Concepts about print

14. Attitude toward Reading

15. Behavior Observations

16. Book Interactions

17. Discussion • Using e-books as a supplement to a reading program is beneficial. • Using e-books allows students exposure to literature and reading that is student directed. • Keeping the amount of time during each session to between 5-7 minutes allows the students to be more focused.

18. Future Direction • I would like to see what would happen if I had completed this study starting at the beginning of the year. This is the time of year when most of my students begin to show the most growth. Using a year long study would distinguish between student growth and e-book effectiveness. • I would also like to do it with all my lower level students not just my ELL students. • I would also like to see if having my ELL students work with e-books all year would improve their sight word knowledge.

19. References and Resources • www.tumblebooks.com • De Jong and Bus References(De Jong, M., & Bus, A. (2004, October). The efficacy of electronic books in fostering kindergarten children's emergent story understanding. Reading Research Quarterly, 39(4), 378-393. Retrieved February 12, 2009, doi:10.1598/RRQ.39.4.2) • Rhodes, J., & Milby, T. (2007, November). Teacher-Created Electronic Books: Integrating Technology to Support Readers With Disabilities. Reading Teacher, 61(3), 255-259. Retrieved April 4, 2009, doi:10.1598/RT.61.3.6