ࡱ>  nbjbj .̟̟e###8O#$s#,$########u$w$w$w$w$w$w$&F)nw$#####w$###$#######v##u$###ܘþ####<$0$#)#)######## E:    Improving Reading Abilities Are interactive/e-books effective in improving reading abilities? Katie Templeton Kindergarten Shuford Elementary Background Information I chose to study whether e-books were effective in improving my students reading abilities, because year after year I find myself struggling to get two or three students reading on grade level. I have tried different teaching strategies, hands on learning, phonics, and the use of songs. Although these strategies have been somewhat successful, in that the students showed progress, they continued to struggle. During the past five years, the school at which I teach has seen an increase in the number of students struggling with reading. Over the past five years our school has had a large influx of Hispanic and low income families. We have gone from being considered one of the wealthiest schools in our district to a Title One School. With the change in our economic status has come the decline of parental involvement. I have found that generally the students in my class who are working below grade level are from low income families or families that speak limited or no English. Each year my school implements a new program as a way to close the gap. With all of the mandated programs I have to teach, I dont have another ten to fifteen minutes in my day to devote to implementing a new procedure for each of my below grade level students. Having students interact with e-books gave them another way for to experience read aloud without me having to give direct instruction. I also chose e-books because it gave my students an activity that they could do independently, which doesnt often happen in my class. The idea of using e-books originally came to me from my principal. He had heard about a website teachers could try for a month free of charge and he asked if I would try it out and see if it would be worth buying a subscription. I also chose e- books because I felt that any exposure to reading, whether or not it was successful would not hurt my students. When I began researching the benefits of e-books I found that Maria T. De Jong and Adriana G. Bus had done a number of research studies and their findings were documented in several different articles. Their initial findings showed that e-books werent very effective. They later did another study and found that e-books had improved and were now beneficial in aiding students in the reading process. (Research Reading Quarterly) De Jong and Bus wrote an article where they said, Electronic books do meet kindergarten childrens developmental needs without placing a heavy demand on adult support. Books presented electronically by a computer offer a viable option for those who are looking for alternative ways to provide kindergarten children with occasions for listening to stories. (Research Reading Quarterly), this supported my action plan because it meant I didnt have to add another program, it was something I could do with little change to my classroom routine. I knew that interactive books could not be the only facet to my reading program but I felt that they could be beneficial. I am a teacher who enjoys reading to my class. As a child I can remember my Kindergarten teacher reading to us every day, sometimes two or three times a day and I decided when I began teaching to immolate that strategy. I have always thought that students needed to be exposed to read aloud sessions in order to enable them to become fluent readers. My theory was supported by O. Korat &A. Shamir, in an article in the Journal of Computer Assisted Learning, they found that an electronic reading program by itself would not be enough to teach reading, students would miss out on facial expressions and inflections and the different styles of reading. The research that I read helped me to set up the procedures for the study. I chose a web site that didnt have a number of interactive features, so that I could avoid the books with added features that are there solely for entertainment, not to support the story. I also felt that for this study I wanted to focus on the basics of reading, learning the direction to read, finger sweep, and other basic elements. I based this decision on the research done by Trushell, J., & Maitland, A. British Journal of Educational Technology, They found that interactive books are effective but when the interactive elements are the main focus, students do not focus as much on the written portion of the text as they do the other aspects. Throughout their research they found that interactions can be beneficial when they are done strictly as supplemental features and let the text be the main feature. Since I was working with Ell students Daejin Kim and Joan Kelly Halls study published in The Modern Language Journal, supported my thoughts that any extra interaction with print would be beneficial. They investigated the connection between Korean students participating in an interactive book reading program and their development of Pragmatic Competence in English. They found that their participants showed significant growth over the four months in terms of words, utterances, and talk management features. This was measured by how they changed in use of words during role playing sessions. I also looked into information that other teachers had written about the benefits of e-books to see if their findings were the same. In Ebooks and 21st Century Learning by Deborah McKenzi, she found that e-books work well for students who are working below grade level, because no other students have to know what level they are reading. I found this to be true in my classroom. I have heard my students asking each other what level they were reading on and if one student was higher than another the higher student always pointed that out. I thought that by having my lower level students work with e-books I might help build their confidence about their reading abilities. The students I worked with were taking home books, but they were not leveled, the e-books that were chosen for them to read were age appropriate, and I hoped that this would help them feel as if they were reading a higher level book than they were able to read independently. During the study I mainly wanted to focus on observing their basic reading abilities and their attitudes toward reading. The next step would be to see if reading e-books could improve their understanding and comprehension. The article, Teacher-Created Electronic Books: Integrating Technology to Support Readers with Disabilities, by Joan A. Rhodes and Tammy M. Milby, talked about how using e-books can improve students retelling abilities. They also found that e-books expose students to animation, sound, and interactive activities that scaffold learning and are later able to master tasks that they might not have been able to master independently. The National Association for the Education of Young Children has stated that technology should be used as an active part of the learning process. All of the research I found led me to believe that using e-books as an addition to my reading program would be beneficial and could help improve my Ell students reading abilities. I chose to research the following three questions: What are the effects of e-books on reading abilities of low performing ELL students? What are the effects of e-books on Concepts about Print? How do my students feel about their reading abilities after working with the interactive books? Participants I chose to work with four kindergarten students for this study. The four students I chose were all ELL students and they were the four lowest achieving students in my class. I also chose these students because my ELL students are the ones that year after year I have the hardest time teaching to read. I chose two boys and two girls, my two boys Eder and Bryan were working on a lower level than my girls, Lizbeth and Arleth. Out of the four students Bryan was working the farthest below grade level. Bryan had a great deal of trouble focusing and his behavior often got in the way of his learning. Eder, my other boy, was a very active student. I found that it was very difficult for me to get Eder to settle down long enough to focus, for he was very interested in what his peers thought of him. This often caused him to act out in order to get their attention. Lizbeth and Arleth were the two girls I chose for the study. They were both working at about the same academic level. Lizbeth has more parental support at home and out of all four participants, she has always shown the most interest in books and learning how to read. Intervention/Instructional Procedures I conducted my study over a five week period of time. When I first began, my plan was to have my students read interactive books for fifteen minutes each day, using the four computers in my classroom. I tried this for two days and quickly found that my plan was not working. After about 8 to 10 minutes my students were getting fidgety and were looking around the room, focusing on what the other students were doing. I also found that the students in my class who werent participating in the study werent focusing on what they were doing because they were coming up with reasons to go to the computers to see what was happening. I decided to change when and where my students worked with e-books. I talked with our technology teacher to see if there was a time in the morning when my students could come to the lab without disrupting her classes. I found she didnt have a class for the first forty-five minutes of the day, so that is when I took my students. I also went into the computer lab on Mondays before school started and picked five or six books that were lower level books and correlated with the theme we were studying that week. I spoke with my assistant and she agreed to watch the rest of the class while I took Arleth, Bryan, Eder, and Lizbeth to the computer lab. I changed around my day a little so the four students who were working with the e-books wouldnt be missing our morning review of letters, sounds and reading activities. Instead I decided to go ahead and have my assistant do kinesthetic activities with the students who stayed behind in the classroom. I have always done these activities, just at a different time of the day. My classroom is located at the very back of my building and the computer lab is at the very front. I decided to make a game out of our walk in order to allow the students to get out some of their energy. We danced up the halls, walked backwards, and in the Kindergarten hall, where there werent any other students, we did a crab walk. When we got to the computer lab we did a couple of stretches before listening to the story. I chose to do these activities because Eder and Bryan are so active and have a great deal of trouble settling down. I thought by doing this it might help them be able to better focus. On Mondays when we arrived in the computer lab, I would show them the books I had loaded onto the computers for them to read and as a group they would select the three books that they wanted to listen to. I would then get each of them started on their computers and I would sit and take notes. As they worked I sat and observed them. I made a chart and tallied how many times they looked up or began to fidget. There was always some fidgeting but I found that Eder had the most trouble focusing on the e-books. There were times I would have to move him to a different computer and have him start over because he was disrupting the other students work. When the students had listened to all of their books, we would then walk back down to our classroom. We did this each day for the five weeks, except one Monday because there was no school and then on a Friday because of an assembly. Data Collection Methods While collecting data I looked at my three questions and used different methods to answer them. In order to assess my reading levels I used a Dibels assessment. This assessment has students read different books and then levels them based on their word knowledge. Students are leveled based on the percentage of words read correctly. I gave this assessment three times during the study, once at the beginning to create a baseline, two and half weeks into the study and at the very end. I observed the students while they were reading with me to see if they had improved in their reading abilities. I also assessed the students concept about print knowledge; I used a Dibels assessment and observation. The Diblels assessment ask students to identify the front on a book, where to begin reading, where to go at the end of a sentence. It also assesses their word knowledge by having them point out a word and a letter. The main part of the Dibels assessment is to see if students can track words while being read to them and then to see if they can pick up on the rhythm and repetition of a text enough to read it by themselves. This test was given at the beginning of the study to create a baseline, two and half weeks into the study and at the very end. I also observed students while they were in the book center and when they read with me, too see if they remembered where to start reading and could do the finger sweep at the end of a line. In order to assess their attitudes about reading, I gave them a reading survey and observed their behavior during their e-book interactions and whether or not their free choice interaction with books increased. When I first began I tried to assess my students attitudes about reading by talking to them and documenting what they said about reading, I ask them questions like, Do you like reading? and How do you feel about reading?. My students werent able to answer my questions and they just stared at me. After that I changed my procedure and asked them questions about their feelings towards reading in a survey which required them to answer by circling either a smiley face or a sad face to indicate their feelings. I gave the survey at the beginning of the study and then again at the end. I asked the questions; how does reading make you feel, do you like reading books, do you think you are a good reader, how do you feel when you read with a teacher, do you think you would like reading books on the computer. I changed the last question on the final survey to say, Did you enjoy reading books on the computer? I used different methods of organizing and examining my data. I tallied my observations during their e-book sessions, while my students were working with their e-books I marked each time they looked up, looked around the room, or began to fidget. While my students were in their free centers, I made notes about what centers they chose, mainly focusing on whether or not they chose to go to the book center. I later coded those notes to see if there was an increase. I also observed whether or not they sat and read the book independently or if they took on the role of a teacher or a student. I tallied the results from their surveys. After I assessed each student on their knowledge of Concepts about Print and their reading level, I then entered their scores and information into a database. Results My results showed that by the end of the study, all of my students were able to pass the concepts about print test. I also found that three out of the four students were now reading. All students said they enjoyed the activities and wanted to continue using e-books after the study was completed. I also found there was no consistent increase in the students interactions with books. After I looked at my results, I wondered if they were truly accurate or if they were inflated due to issues beyond my control. This is the time of year when my students show the most progress, so I am not sure if the results would have been the same regardless of whether I had added the e-books or not. The other issue that may have inflated my results was that the Dibels program is set up so that I am not able to level a student until they have passed off the concepts about print test. Im not sure if Lizbeth and Arleth were really ready to become readers and because of how Dibels is set up I wasnt aware of it. I do think that the extra exposure to print benefited their understanding of concepts about print and increased their confidence in their reading abilities. While observing my students in the reading center I noticed that at the beginning Lizbeth sat with other students and played the role of a student. The more she worked with the e-books the more confident she became. As the study progressed Lizbeth began taking on a more active role in the book center role playing. She began sitting in the teacher chair beside the student who was playing teacher. By the end of the study she was playing the role of the teacher with Arleth as her student. Arleths confidence also improved, she never took on the role of a teacher with other students, but she would sit in the teacher chair and pretend to read a book when no one else was around. Reading Levels  The reading level of all my students did improve. Bryan was not able to become a reader but when I tested him at the end of the study he scored 73% and then when I tested him again the day before my presentation he scored an 89%. He still isnt reading but he was able to show improvement. Concepts about Print  All of my students were able to pass the concepts about print test. In order to pass the test students get fourteen out of sixteen correct. Arleth and Lizbeth were able to pass after the second test, Eder passed after the third, and Bryan after the fourth. All of the students struggled the most with being able to identify a letter and a word and then being able to track the print while someone read it to them. Attitudes towards reading  I gave the students a survey at the beginning of the study and then again at the end. Eder marked sad faces when asked if he liked reading and how he felt about reading to a teacher. Bryan marked a sad face when asked if he liked reading. Lizbeth and Arleth marked happy faces to all of the questions during the first and second survey. During the last survey everyone marked happy faces to all of the questions. I numbered the students questionnaires 1 through 4 and told them not to put their names on them, that way they could answer the questions and I wouldnt know which paper was theirs. I didnt know if they would believe it or not, because there were only four students, but later I overheard Eder telling another student that he got to take a test and I didnt even know whose paper was whose. Behavior Observations  While my students were working with their e-books I kept tally of how many times they began to fidget, look up, or become distracted. This graph shows the average number of times that happened. Book Interactions  During my action research study I observed my students and made notes. I observed how many times they chose to go to the book center and while there what they chose to do. There was no consistent increase in the number of times they went to the book center. Discussion After completing this action research plan I feel the results I found are what I hoped would happen. The one thing I was surprised by was that the students interest in reading didnt increase. I also found it interesting that Eder marked a smiley face on the survey saying that after completing the project he now enjoyed reading and that he now liked reading with a teacher after working with the e-books; yet he had the hardest time staying focused on the books. For the most part my findings fit with what the research says. E-books are not designed to take the place of read alouds nor are they designed to be a complete reading program. However adding them as a supplement can increase students reading knowledge and abilities. After the study was over I set the books up on the computers in our classroom. I told the four participants that they could come and read the books during free center time. After a week Lizbeth and Arleth had selected that center four times, Bryan twice, and Eder once. I also decided to open e-books up to the rest of my class. I find that my students seem to really enjoy them. The other day a student was on the computer listening to a book and another student came up and asked me if when they were done could he take a turn. I love that my students want to read more and using e-books is something I will definitely continue to do. This study also impacted the other teachers with whom I work. I spoke with some of the other teachers in my grade level and we decided to each sign up for a free trial. I showed them my data and they wanted to try having their students work with e-books also. We decided that keeping the sessions from 5 to 7 minutes would be ideal. We also decided to have the students work with the e-books in our classroom, but to do so during free center time. I showed my results to my principal and he is looking into ordering a subscription for our school next year. I asked him to wait because I wanted to look into other e-book programs, especially the sight SuSu told me about in class. Overall I think e-books are an asset to any classroom. They continue to expose the students to print and can be used in the upper grades as a ways of doing research. My principal asked me to share my results with the other teachers in our school at our next faculty meeting. I think adding e-books to any classroom would be beneficial. The nice thing about them is that it isnt a program a teacher has to find another fifteen minutes in their day to teach. It is very easy and not time consuming for teachers. Students also enjoy it because they are getting to interact with technology. I am hoping that by exposing my colleagues to e-books they will enjoy using them and have as much success with them as I did. Future Direction I will be the first to admit when I stared this class I was not the least bit interested in research. I always thought of it as something that scholars and scientists did. After taking this class I really think that I will continue to do research in my classroom. There are a number of different things I do on a daily basis that I would like to know if they are truly effective. As far as this research is concerned I do have more questions I would like to answer. My plan is to start off next year by offering e-books to all of my students, especially my students who come in below grade level. I would like to see if e-books are truly as effective as my data showed. By looking at the numbers over an entire year versus five weeks I will get a much more accurate picture. I also wonder if exposing my students to e-books could help their sight word knowledge. I noticed when I was observing my students a number of the lower level books they read had Kindergarten level sight words in them. I am curious to know if exposing students to these sight words in this form would make an impact. I would also like to know if using e-books would impact my students fluency and comprehension. I am planning on looking into some different websites and trying to find e-books that have more special effects than the books I chose. I am wondering if exposing my higher students to books where they can click on a character and hear what they are thinking or click on the background and have the setting described to them would increase their comprehension and understanding of the different elements of reading. The part of this study that helped me the most was that it was data driven. My results were not just based on what I thought had happened or what someone else said happened in their classroom. I think continuing to do action research in my classroom will help me better assess myself and how I teach and enable me to do a better job. References and Resources De Jong and Bus References (De Jong, M., & Bus, A. (2004, October). The Efficacy of Electronic Books in Fostering Kindergarten Children's Emergent Story Understanding. Reading Research Quarterly, 39(4), 378-393. Retrieved February 12, 2009, doi:10.1598/RRQ.39.4.2) De Jong, M., & Bus, A. (2002, March). Quality of Book-Reading Matters for Emergent Readers: An Experiment with the Same Book in a Regular or Electronic Format. Journal of Educational Psychology, 94(1), 145. Retrieved April 4, 2009, from Education Research Complete database. Kim, D., & Hall, J. (2002, September). The Role of an Interactive Book Reading Program in the Development of Second Language Pragmatic Competence. Modern Language Journal, 86(3), 332-348. Retrieved April 13, 2009, doi:10.1111/1540-4781.00153 Korat, O., & Shamir, A. (2007, June). Electronic books versus adult readers: effects on children's emergent literacy as a function of social class. Journal of Computer Assisted Learning, 23(3), 248-259. Retrieved April 13, 2009, doi:10.1111/j.1365-2729.2006.00213.x McKenzie, D. (2009, January). Ebooks and 21st-Century Learning. MultiMedia & Internet@Schools, 16(1), 27-28. Retrieved April 4, 2009, from Education Research Complete database. Rhodes, J., & Milby, T. (2007, November). Teacher-Created Electronic Books: Integrating Technology to Support Readers With Disabilities. Reading Teacher, 61(3), 255-259. Retrieved April 4, 2009, doi:10.1598/RT.61.3.6 Sparrowhawk, A. (2005, Summer2005). Electronic books -- what are they, and how can I use them?. English 4--11, Retrieved April 4, 2009, from Education Research Complete database. Trushell, J., & Maitland, A. (2005, January). Primary pupils recall of interactive storybooks on CD-ROM: inconsiderate interactive features and forgetting. British Journal of Educational Technology, 36(1), 57-66. 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