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dc.contributor.advisorYurko, Kathleen C.C.
dc.contributor.authorSchott, Meghan C.
dc.date.accessioned2021-09-07T21:39:16Z
dc.date.available2021-09-07T21:39:16Z
dc.date.issued5/8/2017
dc.identifier.urihttp://hdl.handle.net/20.500.12648/4954
dc.description.abstractAbstract This qualitative study explores the impact technology reading programs have on second grade students’ listening comprehension as well as, their experiences with the programs. Student participants used three reading programs daily on an iPad to assess student listening comprehension through five question assessments. The three programs used in this study were RazKids, TumbleBooks and Bookflix. Data were collected for a 5-week period using observational notes, assessment results, from all three reading programs, and student interviews. Results suggest that student engaging student body language, specific program features and student preference of reading program impacted listening comprehension results. Additional research should be conducted to determine benefits of specific reading programs for student literacy learning. Key words: Listening comprehension, technology, RazKids, TumbleBooks, Bookflix, assessments
dc.subjectComprehension
dc.subjectTechnology
dc.subjectListening Comprehension
dc.subjectiPads
dc.subjectReading Programs
dc.subjectOne To One Initiative
dc.titleTechnology Reading Programs and Their Impact on Listening Comprehension
dc.typethesis
refterms.dateFOA2021-09-07T21:39:16Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.languate.isoen_US


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