• Eighth graders' readings of paper and computer screen stories : a case study of one classroom.

      Habermehl, Amanda (18/10/2012)
      The purpose of this case study explored how three eighth grade students comprehended four chapters from the short story, Hooch. This study investigated how their comprehension of Hooch varied when reading from paper versus a computer screen. It also investigated how their experience with technology affected their ability to comprehend digitally-presented text. Data were collected through the number of ideas retold and how many comprehension questions were correctly answered for each chapter. In addition, the three participants were interviewed about their experience and preference of reading from paper of computer screen. Students were able to comprehend the most the most when reading a chapter from the computer. In addition, a student's experience with technology did not affect how the student comprehended a digitally presented text. Results of the study suggest that the integration of digitally-presented text into classrooms may benefit the students' ability to comprehend what they read, though future research needs to be carried out to ensure that similar results are found among a larger group of participants. Results of this study also suggest the importance of teachers providing technological experience to students in order to equip the students for the future digital world.
    • The impact of home computer use on ELL's reading performance

      Alsharif, Rasha (State University of New York College at Fredonia, 2018-05)
      This research study investigated the impact of home computer use on English Language Learners' reading performance. The primary research question was: What is the relationship between home computer use and the reading performance of ELLs? The participants were 13 Hispanic students who are 6th, 7th and 8th graders in School #1 and School #2. Both settings are located in Chautauqua County, New York, in the United States. This study used a 10-item survey distributed to these students, asking them about the effectiveness of home computer use on their reading performance with special attention to their English Language Arts (ELA) test scores. Results, in general, showed that computer use had positive effects on those students who had access to a home computer and used it for reading purposes. However, using a computer for a variety of purposes had a weak correlation with students' test scores. In conclusion, the study showed some similarities and differences between the current study and other previous studies on the same field. The findings of this study add to the understanding of using computers to increase ELA test scores in the field. [from author's abstract]