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Using repeated reading with electron...

Saccardi, William C.

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Using repeated reading with electronic books to increase the fluency of middle school students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Using repeated reading with electronic books to increase the fluency of middle school students./
Author:	Saccardi, William C.
Description:	148 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-07(E), Section: A.
Contained By:	Dissertation Abstracts International75-07A(E).
Subject:	Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3580078
ISBN:	9781303879531

Using repeated reading with electronic books to increase the fluency of middle school students.
Saccardi, William C.

Using repeated reading with electronic books to increase the fluency of middle school students. - 148 p.

Source: Dissertation Abstracts International, Volume: 75-07(E), Section: A.

Thesis (Ed.D.)--Widener University, 2014.

This item must not be sold to any third party vendors.

While fluent reading is a task that students are expected to master before they leave elementary school, the fact remains that many students continue to struggle with reading fluency well into their middle school years (Rasinski et al., 2005). This mixed methods research was designed with a dual purpose. The first purpose was to examine the reading fluency of seventh grade students in a semi-urban school district in New Jersey before and after they underwent a computerized intervention with talking e-books using the technique of assisted reading that lasted fourteen weeks. The second purpose was to focus on the nature of student interaction with talking e-books and other digital text through qualitative methods including twenty structured, open-ended interviews. The researcher also conducted participant observations, visiting both the control and experimental groups three times each week. During participant observations, the researcher collected field notes, and selected three students from the control group and three students from the experimental group to serve as case studies.

ISBN: 9781303879531Subjects--Topical Terms:

516579
Education.

Using repeated reading with electronic books to increase the fluency of middle school students.
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245 1 0 $a Using repeated reading with electronic books to increase the fluency of middle school students.
300 $a 148 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-07(E), Section: A.
500 $a Adviser: Mary Strong.
502 $a Thesis (Ed.D.)--Widener University, 2014.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a While fluent reading is a task that students are expected to master before they leave elementary school, the fact remains that many students continue to struggle with reading fluency well into their middle school years (Rasinski et al., 2005). This mixed methods research was designed with a dual purpose. The first purpose was to examine the reading fluency of seventh grade students in a semi-urban school district in New Jersey before and after they underwent a computerized intervention with talking e-books using the technique of assisted reading that lasted fourteen weeks. The second purpose was to focus on the nature of student interaction with talking e-books and other digital text through qualitative methods including twenty structured, open-ended interviews. The researcher also conducted participant observations, visiting both the control and experimental groups three times each week. During participant observations, the researcher collected field notes, and selected three students from the control group and three students from the experimental group to serve as case studies.
520 $a The study included one control group and one experimental group. Each group was comprised of eleven students. The experimental group practiced the assisted reading technique on computers for fifteen minutes a day, five days a week, for the duration of the fourteen week experiment. The control group practiced sustained silent reading for fifteen minutes a day, five days a week during the same time period. The Gray Oral Reading Test 4 (GORT-4) (Pearson, 2011) was administered as a pretest and a posttest.
590 $a School code: 1063.
650 4 $a Education. $3 516579
650 4 $a Middle school education. $3 969762
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690 $a 0450
710 2 $a Widener University. $3 1019206
773 0 $t Dissertation Abstracts International $g 75-07A(E).
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791 $a Ed.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3580078