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A Comparison Of Adolescents' Digital And Print Reading Experiences: Does Mode Matter?, Heather J. Mccrea-Andrews
A Comparison Of Adolescents' Digital And Print Reading Experiences: Does Mode Matter?, Heather J. Mccrea-Andrews
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The purpose of this mixed-methods research study was to investigate the comprehension and motivation of 36, sixth-grade students reading moderately challenging text under two conditions: Nook or book. Using a Sequential Explanatory Design model, quantitative data were collected prior to qualitative data collection (Creswell & Plano Clark, 2011). A Matched Pairs Design model (Hinkle, Wiersma, & Jurs, 2003) was employed for the quantitative portion of the study with 18 participants randomly assigned to the Nook group and 18 participants randomly assigned to the book group. Nook group participants were instructed to use the following electronic features during reading: highlighting, note …
The Effects Of Visual Imagery And Keyword Cues On Third-Grade Readers' Memory, Comprehension, And Vocabulary Knowledge, Heather Brooker
The Effects Of Visual Imagery And Keyword Cues On Third-Grade Readers' Memory, Comprehension, And Vocabulary Knowledge, Heather Brooker
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It is estimated that nearly 70% of high school students in the United States need
some form of reading remediation, with the most common need being the ability to
comprehend the content and significance of the text (Biancarosa & Snow, 2004).
Research findings support the use of visual imagery and keyword cues as effective
comprehension strategies (Denner, McGinfly, & Brown, 1989; Gambrell & Jawitz, 1993;
Sadoski, 1985). This study extends the current body of research on these two strategies
by (a) exploring and comparing the combined effects and interactions of training students
in the coordinated use of visual imagery and …