Research - EDUC 631
Using Technology to Assist Struggling Readers
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Using Technology to Help Struggling Readers
Leigh Anne Langston
Liberty University
Abstract
The purpose of this study was to seek out solutions to help struggling readers in early elementary school. The search for research-supported programs which are technology based was the main goal. The technology programs need to help students with phonics, fluency, vocabulary and comprehension. The results indicate the lack of knowledge of teachers as to the technology resources available for reading help, the call for urgency when indications are evident for at-risk readers, and the hope of success when teachers and technology collaborate.
Key Words: reading strategies; struggling readers; educational technology; intervention; reading software.
Introduction
Technology is everywhere. There is no denying its existence in today’s culture. It seems everyone has a cell phone and a computer at their fingertips. The question is how does this much technology help in everyday life and specifically how can it be applied to education. With the ever-changing world of technology, this teacher researcher is determined to find an answer to the question of how technology can be used to help struggling readers.
A search for research literature revealed a few studies conducted to help struggling readers. Some focused on a student’s particular problem and the steps used to help that student. The study conducted by Saine, Lerkkanen, Ahonen, Tolvanen, and Lyytinen (2011) focused on a computer-assisted remedial reading intervention which was more “highly beneficial” than the regular intervention program. (p. 1012)
For early childhood education, the study by Amelia Moody (2010) discussed the development of early literacy skills through the use of electronic books. The findings supported the use of e-storybooks may support stronger vocabulary and comprehension (2010).
Cheung and Slavin (2012) conducted a meta-analysis of 84 qualifying studies between 1980 and 2010. The study reviewed “how features of using technology programs and characteristic of their evaluations affect reading outcomes” (p. 198). The results promote using “innovative technology applications and integrated literacy interventions with the support of extensive professional development…” (p. 198). The researchers concluded that “what matters is how technology integrates with non-technology components of reading instruction” (p. 212).
Other Research
“NRP [National Reading Panel] (2000) report has shown that struggling readers can increase reading comprehension skills by learning the specific strategies such as prediction, questioning, clarifying, imaging and summarization” (Ertem, 2010, p. 144 The lack of research conducted over the past decade leaves room for discovery of the potential uses of assistive technology such as multimedia, talking books, eBooks and eReaders (Ertem, 2010; Littleton, 2006; McClanahan, 2012).
“In one study, a technology-based reading intervention program called READ180 resulted in significant gains in reading fluency and comprehension for special education students” located in an Iowa school district (Hasslebring & Bausch, 2005, p. 74). This program was so successful that 18% of the participating students no longer required special education services (p. 74).
Definition
Educational technology is defined as “the disciplined application of scientific principles and theoretical knowledge to support and enhance human learning and performance” (Spector, Merrill, Van Merrienboer & Driscoll, 2008, p. 820). It is this technology that is becoming more accessible to individual students. By definition, technology would be used to engage all the senses of the student for overall learning. Berkely (2011) found that technology is beginning to redefine the accessibility of delivery and learning of knowledge as opposed to the tradition printed materials. How ever small the positive affects of educational technology are, it is worth the advances in giving a boost in confidence for struggling readers (Cheung & Slavin, 2012).
After second grade, students can turn to a program by Scholastic, Inc. called READ 180 to provide technology assistance in reading intervention and is based on the student’s needs. (Hasslebring & Bausch, 2005, p. 74).
Standards
According to the NCLB Enhancing Education through Technology Act of 2001, “[it’s] primary goal…is to improve student academic achievement through the use of technology in elementary schools and secondary schools” (Enhancing Education Through Technology, Part D, 2001). Further efforts of the Act are to strengthen the use of technology in the classroom by training teachers and using curriculum which is research-based (Enhancing Education Through Technology, Part D, 2001).
In order for technology to work best in the classroom, researchers suggest referring to the standards set forth by the governing agencies to be beneficial especially when it involves struggling readers. “The use of technology facilitates reading and literacy acquisition. For students with reading difficulties, both technology and the attention to standards can provide positive experiences when incorporated into instruction in a meaningful manner” (Richards, 1998, p. 197).
Teacher Involvement and Knowledge
Teachers are heavily involved when preparing for the traditional, print rich, classroom instruction and offering differentiated instruction. However, they are not as particular when it comes to the use of technology in the classroom (Anderson & Balajthy, 2009). Training in the use of technology is critical for teachers to remain on top of resources available to enhance the classroom experience. Unfortunately, “…in many instances, technology is considered a separate curriculum area that is only covered once the important topics were taught” (Karchmer, 2004, p. 333). By collaborating with the Technology teacher and self-research, teachers can begin to understand how to use the Internet and what it offers in the classroom (Karchmer, 2004). This will develop more critical thinkers, encourage student engagement, and student will become better listeners.
“Teachers who regularly use the Internet purposefully take the time to identify websites for classroom use that are written at their students’ instructional level and incorporate a variety of electronic textual aids (e.g. video, hyperlinks) to support students’ reading (Karchmer, 2001)” (Karchmer, 2004, p. 334). The more teachers become aware of the assistive technologies which are available; they can use it to meet the needs of their students who are struggling with reading (Hasslebring & Bausch, 2005). “It seems possible that educators who consider the functions of digital features and then intentionally pair a reader with a book based upon specific scaffolding supports will achieve higher levels of emergent literacy development” (Moody, 2010, p. 40).
Assistive Technology
When students are engaged in a computer game, they sometimes do not realize they are learning. Websites, which are designed to use video, audio, and student controlled manipulation of the mouse and keyboard, may connect learning and enjoyment for lasting results.
“A computer-assisted intervention is one instrument for raising the profile of remedial reading intervention. Computer applications may provide the kind of individual, motivating, and continuous practice and training in decoding and accuracy that will enable at-risk children to operate sufficiently during the reading process” (Saine et al., 2011, p. 1024).
For this study, here is a list of the specific technologies discovered:
Multimedia
“The animation, audio, video, and visual links characteristic of electronic books provided in–depth context elaboration of the printed words on the screen.” (McNabb, 1998, p. 409) According to Cheung & Slavin, “[t]echnology can positively impact the quality of instruction. Both individualized computer assisted instruction (CAI) and whole-class technologies such as interactive whiteboards can present content that is visual, varied, well-designed, and compelling. Video, animations, and static graphics can illustrate key concepts” (2012, p. 201).
Others found that “[i]n addition to improving comprehension, animation may be beneficial when struggling readers read narrative texts. Therefore, having animation and playing options on electronic storybooks can be helpful for struggling readers to construct meaning from narrative reading materials” (Ertem, 2010, p. 150). When struggling readers are prompted…“to explore multidimensional avenues for comprehending words in the text passage”…they are more engaged in the learning process (McNabb, 1998, p. 409).
Electronic Books (eBooks)
For early childhood classrooms, CD-ROM software is a great way to introduce children to reading using computers (Ertem, 2010). Electronic storybooks can help motivate children to read (Ertem, 2010) . “Comprehension can be supported by interaction and self-direction which both are available in electronic storybooks with animation” (Ertem, 2010, p. 151). In one study using the Kindle, the results showed “improved engagement with the text and deeper comprehension” (McClanahan et al., 2012, p. 21).
These multimedia and multisensory features of eBooks provide students with the added dimension of experiencing the text, not just reading it (Littleton, 2006; McNabb, 1998). Scaffold learning and tasks are mastered independently through the use of eBooks by struggling readers (Rhodes, 2007). “According to the present research struggling readers reached more complex levels of story understanding with multimedia storybooks” (Ertem, 2010, p. 150-151).
Intervention for Prevention
“The classroom use of educational technology such as computers, interactive whiteboards, multimedia, and the internet, has been growing at a phenomenal rate in the last two decades.” (Cheung & Slavin, 2012, p. 199) Engaging the learner with activities in the digital age is critical to their success in life. (Eaton, 2005) Research on this subject found that by using the technology available through games and eBooks, struggling readers may be in a better place. By going back to the basics of reading and re-teaching the fundamentals of phonics, then practice and the task of mastering language skills necessary may be improved by using what is known about the technologies available through games, multimedia programs, and eBooks.
Conclusion
“Technology is here to stay, and pragmatically, the question is how to make the best use of the many technologies now available” (Cheung & Slavin, 2012, p. 200.) Combining non-technology classroom instruction and computer-assisted instruction as a comprehensive approach may have a much greater impact on reading instruction and on reading outcomes than either of them alone in today’s society (2012).
Improvement in reading is achievable when using technology in the classroom and as a supplemental tool. The technology available to help struggling readers has a means of being tailored to fit the needs of the student. The standards set forth by local educational agencies will help serve as a guide to increased literacy and integrating technology.
There is a need for ongoing professional development for teachers. Because technology is rapidly changing, teachers must continually research new techniques, programs and technologies being used in the classroom.
With the Internet and the many options of computer-assisted technologies available today, teachers may be able to find resources to help struggling readers at every stage of development to utilize in the classroom.
References
Enhancing Education Through Technology, Part D. (2001). Retrieved from www.ed.gov
Anderson, R. and Balajthy, E. (2009). Stories about struggling readers and technology. The Reading Teacher, 62(6), 540-542.
Berkeley, S. & Lindstrom, J. H. (2011). Technology for the struggling reader: Free and easily accessible resources. Teaching Exceptional Children, 43(4), 48-55.
Cheung, A. C. & Slavin, R. E. (2012). How features of educational technology applications affect student reading outcomes: A meta-analysis. Educational Research Review, 198-215.
Eaton, C. (2005). Sparking a revolution in teaching and learning. T.H.E. Journal, 33(1), 20-24.
Ertem, I. (2010). The effect of electronic storybooks on struggling fourth-graders' reading comprehension. The Turkish Online Journal of Education Technology, 9(4), 140-155.
Hasslebring, T. S. & Bausch, T. S. (2005). Assistive technologies for reading. Educational Leadership, 63(4), 72-75.
Karchmer, R. A. (2004). Creating connections: Using the internet to support struggling readers' background knowledge. Reading & Writing Quarterly, 331-335.
Littleton, K. W., Wood, C., & Chera, P. (2006). Interactions with talking books: Phonological awareness affects boys' use of talking books. Journal of Computer Assisted Learning, 382-390.
McClanahan, B. W., William, K., Kennedy, E. & Tate, S. (2012). A breakthrough for Josh: How use of iPad facilitated reading improvement. TechTrends, 20-28.
McNabb, M. L. (1998). Using electronic books to enhance the reading comprehension of struggling readers. National Reading Converence Yearbook, 405-414.
Moody, A. K. (2010). Using electronic books in the classroom to enhance emergent literacy skills in young children. Journal of Literacy and Technolgy, 11(4), 22-52.
Richards, R. T. (1998, Winter). Linking standards and technology with students who experience reading difficulties. Reading Improvement, 35(4), 197-200.
Saine, N. L., Lerkkanen, M., Ahonen, T., Tolvanen, A., & Lyytinen, H. (2011). Computer-assisted remedial reading intervention for school beginners at risk for reading disability. Child Development, 82(3), 1013-1028.
Spector, J. M., Merrill, M. D., Van Merrienboer, J., & Driscoll, M. P. (2008). Handbook of research on educational communications and technology (3rd ed.). New York: Routledge Taylor & Francis Group, LLC.
Leigh Anne Langston
Liberty University
Abstract
The purpose of this study was to seek out solutions to help struggling readers in early elementary school. The search for research-supported programs which are technology based was the main goal. The technology programs need to help students with phonics, fluency, vocabulary and comprehension. The results indicate the lack of knowledge of teachers as to the technology resources available for reading help, the call for urgency when indications are evident for at-risk readers, and the hope of success when teachers and technology collaborate.
Key Words: reading strategies; struggling readers; educational technology; intervention; reading software.
Introduction
Technology is everywhere. There is no denying its existence in today’s culture. It seems everyone has a cell phone and a computer at their fingertips. The question is how does this much technology help in everyday life and specifically how can it be applied to education. With the ever-changing world of technology, this teacher researcher is determined to find an answer to the question of how technology can be used to help struggling readers.
A search for research literature revealed a few studies conducted to help struggling readers. Some focused on a student’s particular problem and the steps used to help that student. The study conducted by Saine, Lerkkanen, Ahonen, Tolvanen, and Lyytinen (2011) focused on a computer-assisted remedial reading intervention which was more “highly beneficial” than the regular intervention program. (p. 1012)
For early childhood education, the study by Amelia Moody (2010) discussed the development of early literacy skills through the use of electronic books. The findings supported the use of e-storybooks may support stronger vocabulary and comprehension (2010).
Cheung and Slavin (2012) conducted a meta-analysis of 84 qualifying studies between 1980 and 2010. The study reviewed “how features of using technology programs and characteristic of their evaluations affect reading outcomes” (p. 198). The results promote using “innovative technology applications and integrated literacy interventions with the support of extensive professional development…” (p. 198). The researchers concluded that “what matters is how technology integrates with non-technology components of reading instruction” (p. 212).
Other Research
“NRP [National Reading Panel] (2000) report has shown that struggling readers can increase reading comprehension skills by learning the specific strategies such as prediction, questioning, clarifying, imaging and summarization” (Ertem, 2010, p. 144 The lack of research conducted over the past decade leaves room for discovery of the potential uses of assistive technology such as multimedia, talking books, eBooks and eReaders (Ertem, 2010; Littleton, 2006; McClanahan, 2012).
“In one study, a technology-based reading intervention program called READ180 resulted in significant gains in reading fluency and comprehension for special education students” located in an Iowa school district (Hasslebring & Bausch, 2005, p. 74). This program was so successful that 18% of the participating students no longer required special education services (p. 74).
Definition
Educational technology is defined as “the disciplined application of scientific principles and theoretical knowledge to support and enhance human learning and performance” (Spector, Merrill, Van Merrienboer & Driscoll, 2008, p. 820). It is this technology that is becoming more accessible to individual students. By definition, technology would be used to engage all the senses of the student for overall learning. Berkely (2011) found that technology is beginning to redefine the accessibility of delivery and learning of knowledge as opposed to the tradition printed materials. How ever small the positive affects of educational technology are, it is worth the advances in giving a boost in confidence for struggling readers (Cheung & Slavin, 2012).
After second grade, students can turn to a program by Scholastic, Inc. called READ 180 to provide technology assistance in reading intervention and is based on the student’s needs. (Hasslebring & Bausch, 2005, p. 74).
Standards
According to the NCLB Enhancing Education through Technology Act of 2001, “[it’s] primary goal…is to improve student academic achievement through the use of technology in elementary schools and secondary schools” (Enhancing Education Through Technology, Part D, 2001). Further efforts of the Act are to strengthen the use of technology in the classroom by training teachers and using curriculum which is research-based (Enhancing Education Through Technology, Part D, 2001).
In order for technology to work best in the classroom, researchers suggest referring to the standards set forth by the governing agencies to be beneficial especially when it involves struggling readers. “The use of technology facilitates reading and literacy acquisition. For students with reading difficulties, both technology and the attention to standards can provide positive experiences when incorporated into instruction in a meaningful manner” (Richards, 1998, p. 197).
Teacher Involvement and Knowledge
Teachers are heavily involved when preparing for the traditional, print rich, classroom instruction and offering differentiated instruction. However, they are not as particular when it comes to the use of technology in the classroom (Anderson & Balajthy, 2009). Training in the use of technology is critical for teachers to remain on top of resources available to enhance the classroom experience. Unfortunately, “…in many instances, technology is considered a separate curriculum area that is only covered once the important topics were taught” (Karchmer, 2004, p. 333). By collaborating with the Technology teacher and self-research, teachers can begin to understand how to use the Internet and what it offers in the classroom (Karchmer, 2004). This will develop more critical thinkers, encourage student engagement, and student will become better listeners.
“Teachers who regularly use the Internet purposefully take the time to identify websites for classroom use that are written at their students’ instructional level and incorporate a variety of electronic textual aids (e.g. video, hyperlinks) to support students’ reading (Karchmer, 2001)” (Karchmer, 2004, p. 334). The more teachers become aware of the assistive technologies which are available; they can use it to meet the needs of their students who are struggling with reading (Hasslebring & Bausch, 2005). “It seems possible that educators who consider the functions of digital features and then intentionally pair a reader with a book based upon specific scaffolding supports will achieve higher levels of emergent literacy development” (Moody, 2010, p. 40).
Assistive Technology
When students are engaged in a computer game, they sometimes do not realize they are learning. Websites, which are designed to use video, audio, and student controlled manipulation of the mouse and keyboard, may connect learning and enjoyment for lasting results.
“A computer-assisted intervention is one instrument for raising the profile of remedial reading intervention. Computer applications may provide the kind of individual, motivating, and continuous practice and training in decoding and accuracy that will enable at-risk children to operate sufficiently during the reading process” (Saine et al., 2011, p. 1024).
For this study, here is a list of the specific technologies discovered:
- “Reading Reels provides brief embedded multimedia…to model letter sounds, sound blending, and vocabulary” for first graders (Cheung & Slavin, 2012, p. 201).
- www.four-blocks.com – “a broad-based approach that includes guided reading, self-selected reading, word study, and writing as a way of teaching to the strengths of every learner” (Eaton, 2005).
- “Read & Write Gold software text-to-speech output of individual words, sentences, or paragraphs. It allows the students to customize the program and select personal preferences for the text-to-speech output such as voice gender, speed, and pitch. The voice reading aloud may be heard through computer speakers or through computer speakers or through personal headphones” (Hasslebring & Bausch, 2005, p. 73).
- “Word recognition skills using Vocabulary Builder, Miss Spell’s Class, and ABC Alphabet Phonics” (McClanahan et al., 2012, p. 24).
- FlashCards+ - creates flash cards. In this case the tutor created flash cards of compound words to show how they are constructed. The student then played the PowerPoint game called Compound Boogie (McClanahan et al., 2012, p. 24).
- Stories2Go – shows “how to sequence main ideas in a story” (McClanahan et al., 2012, p. 250.
- “The GraphoGame application provides productive drill and practice in prereading and reading skills, such as the integration of letter-sound relations and phonemic awareness skills, and further practice in accuracy and fluency” (Saine et al., 2011, p. 1018).
Multimedia
“The animation, audio, video, and visual links characteristic of electronic books provided in–depth context elaboration of the printed words on the screen.” (McNabb, 1998, p. 409) According to Cheung & Slavin, “[t]echnology can positively impact the quality of instruction. Both individualized computer assisted instruction (CAI) and whole-class technologies such as interactive whiteboards can present content that is visual, varied, well-designed, and compelling. Video, animations, and static graphics can illustrate key concepts” (2012, p. 201).
Others found that “[i]n addition to improving comprehension, animation may be beneficial when struggling readers read narrative texts. Therefore, having animation and playing options on electronic storybooks can be helpful for struggling readers to construct meaning from narrative reading materials” (Ertem, 2010, p. 150). When struggling readers are prompted…“to explore multidimensional avenues for comprehending words in the text passage”…they are more engaged in the learning process (McNabb, 1998, p. 409).
Electronic Books (eBooks)
For early childhood classrooms, CD-ROM software is a great way to introduce children to reading using computers (Ertem, 2010). Electronic storybooks can help motivate children to read (Ertem, 2010) . “Comprehension can be supported by interaction and self-direction which both are available in electronic storybooks with animation” (Ertem, 2010, p. 151). In one study using the Kindle, the results showed “improved engagement with the text and deeper comprehension” (McClanahan et al., 2012, p. 21).
These multimedia and multisensory features of eBooks provide students with the added dimension of experiencing the text, not just reading it (Littleton, 2006; McNabb, 1998). Scaffold learning and tasks are mastered independently through the use of eBooks by struggling readers (Rhodes, 2007). “According to the present research struggling readers reached more complex levels of story understanding with multimedia storybooks” (Ertem, 2010, p. 150-151).
Intervention for Prevention
“The classroom use of educational technology such as computers, interactive whiteboards, multimedia, and the internet, has been growing at a phenomenal rate in the last two decades.” (Cheung & Slavin, 2012, p. 199) Engaging the learner with activities in the digital age is critical to their success in life. (Eaton, 2005) Research on this subject found that by using the technology available through games and eBooks, struggling readers may be in a better place. By going back to the basics of reading and re-teaching the fundamentals of phonics, then practice and the task of mastering language skills necessary may be improved by using what is known about the technologies available through games, multimedia programs, and eBooks.
Conclusion
“Technology is here to stay, and pragmatically, the question is how to make the best use of the many technologies now available” (Cheung & Slavin, 2012, p. 200.) Combining non-technology classroom instruction and computer-assisted instruction as a comprehensive approach may have a much greater impact on reading instruction and on reading outcomes than either of them alone in today’s society (2012).
Improvement in reading is achievable when using technology in the classroom and as a supplemental tool. The technology available to help struggling readers has a means of being tailored to fit the needs of the student. The standards set forth by local educational agencies will help serve as a guide to increased literacy and integrating technology.
There is a need for ongoing professional development for teachers. Because technology is rapidly changing, teachers must continually research new techniques, programs and technologies being used in the classroom.
With the Internet and the many options of computer-assisted technologies available today, teachers may be able to find resources to help struggling readers at every stage of development to utilize in the classroom.
References
Enhancing Education Through Technology, Part D. (2001). Retrieved from www.ed.gov
Anderson, R. and Balajthy, E. (2009). Stories about struggling readers and technology. The Reading Teacher, 62(6), 540-542.
Berkeley, S. & Lindstrom, J. H. (2011). Technology for the struggling reader: Free and easily accessible resources. Teaching Exceptional Children, 43(4), 48-55.
Cheung, A. C. & Slavin, R. E. (2012). How features of educational technology applications affect student reading outcomes: A meta-analysis. Educational Research Review, 198-215.
Eaton, C. (2005). Sparking a revolution in teaching and learning. T.H.E. Journal, 33(1), 20-24.
Ertem, I. (2010). The effect of electronic storybooks on struggling fourth-graders' reading comprehension. The Turkish Online Journal of Education Technology, 9(4), 140-155.
Hasslebring, T. S. & Bausch, T. S. (2005). Assistive technologies for reading. Educational Leadership, 63(4), 72-75.
Karchmer, R. A. (2004). Creating connections: Using the internet to support struggling readers' background knowledge. Reading & Writing Quarterly, 331-335.
Littleton, K. W., Wood, C., & Chera, P. (2006). Interactions with talking books: Phonological awareness affects boys' use of talking books. Journal of Computer Assisted Learning, 382-390.
McClanahan, B. W., William, K., Kennedy, E. & Tate, S. (2012). A breakthrough for Josh: How use of iPad facilitated reading improvement. TechTrends, 20-28.
McNabb, M. L. (1998). Using electronic books to enhance the reading comprehension of struggling readers. National Reading Converence Yearbook, 405-414.
Moody, A. K. (2010). Using electronic books in the classroom to enhance emergent literacy skills in young children. Journal of Literacy and Technolgy, 11(4), 22-52.
Richards, R. T. (1998, Winter). Linking standards and technology with students who experience reading difficulties. Reading Improvement, 35(4), 197-200.
Saine, N. L., Lerkkanen, M., Ahonen, T., Tolvanen, A., & Lyytinen, H. (2011). Computer-assisted remedial reading intervention for school beginners at risk for reading disability. Child Development, 82(3), 1013-1028.
Spector, J. M., Merrill, M. D., Van Merrienboer, J., & Driscoll, M. P. (2008). Handbook of research on educational communications and technology (3rd ed.). New York: Routledge Taylor & Francis Group, LLC.