Publication Date
10-2016
Document Type
Dissertation/Thesis
Keywords
interactive, digital tools, digital response, nearpod, computers, education, silent sustained reading, SSR, engagement, comprehension, focus, students, technology, interactive discussion, college, high school
Abstract
This study sets out to explore how the use of an Interactive Digital Response System called Nearpod, in conjunction with sustained silent reading allows high-school students to engage in texts on a deeper level and motivates students to continue reading more often and for longer periods of focused attention. Forty-five Game Design students participated in traditional and non-traditional digital question-and-answer activities after reading chapters from a teacher-chosen book set at a lexile level slightly below the reading levels of most of the class. They were asked to self-assess their reading engagement levels before reading and then after reading and answering comprehension questions. At the end of the study they were asked to respond to open-ended questions about their experiences with the non-traditional digital interactive response system as compared to the traditional method question and answer method. Throughout the study, the researcher kept an observation journal to record body language and what students said aloud as they participated in the process.
Recommended Citation
Gottfried, L. (2016). THE EFFECT OF DIGITAL TOOLS ON READING COMPREHENSION, FOCUS AND ENGAGEMENT. Retrieved from https://touroscholar.touro.edu/tucgsoe/256
Poster
