Academic journal article Journal of Research in Childhood Education

A Comparison of Young Children's Technology-Enhanced and Traditional Responses to Texts: An Action Research Project-Tancock & Segedy

Academic journal article Journal of Research in Childhood Education

A Comparison of Young Children's Technology-Enhanced and Traditional Responses to Texts: An Action Research Project-Tancock & Segedy

Article excerpt

The fifth study reports on the impact of using technology-enhanced texts and computer-aided activities on reading comprehension and attitude toward reading. A total of 15 second-grade elementary students were assigned into treatment (technology-enhanced reading activities) and control (traditional print reading activities) groups so that each group had high, average, and low ability readers. The authors selected six texts of varying reading levels and prepared response activities, comprehension measures, and attitudinal surveys for each child to complete. The experimental group was required to use the computer (Kid Pix, Internet resources, word processor) to construct their responses to each of the stories, while the control group used traditional materials (books, paper, pencil, and crayons). At the end of each story, the children were given comprehension questions and attitudinal surveys. The classroom teacher evaluated all activity responses using a rubric, scored the comprehension tests, and calculated the results from the attitudinal survey. The mean score for each measure was calculated and analyzed. The results indicated that the control group scored higher than the treatment group on the comprehension questions for all texts, and on five of the six stories for the response activities. …

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