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dc.contributor.authorRich, Sarah A.
dc.date.accessioned2013-01-04T13:43:25Z
dc.date.accessioned2020-06-22T14:29:39Z
dc.date.available2013-01-04T13:43:25Z
dc.date.available2020-06-22T14:29:39Z
dc.date.issued04/01/2013
dc.identifier.urihttp://hdl.handle.net/20.500.12648/451
dc.description.abstractThis study investigated the silent reading comprehension of three third grade participants who struggle to decode grade level material. The participants were given seven passages, four from a paper book and three from an e-book. After reading, the participants completed graphic organizers and met with the researcher to retell the story. The amount of what the participant recalled was estimated using a retelling guide. The amount of points the participant obtained from the retelling guide when reading from a paper book and reading from an e-book was compared. Data indicated that all participants retold more literal information when they read from an e-book. All participants also completed a survey to express his or her feelings about reading each type of text. Two participants preferred using an iPad to read and one preferred reading from a paper book. The participant who preferred reading from a paper book also had the smallest increase in comprehension score. Another participant stated that she would have liked the e-book more if it had a pronunciation feature that read individual words for her. In conclusion, it was found that there is no harm in giving participants the choice of reading a paper book or e-book in an elementary classroom. Also, e-books are most supportive for struggling readers when a pronunciation tool is provided.en_US
dc.language.isoen_USen_US
dc.subjectReading (Elementary).en_US
dc.subjectReading comprehension.en_US
dc.subjectElectronic books.en_US
dc.titleThe influence of electronic books on third grade reading comprehension.en_US
dc.typeThesisen_US
refterms.dateFOA2020-06-22T14:29:39Z
dc.description.institutionSUNY at Fredonia


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