Learning From Rising Sixth Grade Readers: How Nooks Shaped Students’ Reading Behaviors During a Summer Independent Reading Initiative

Mitchell, Chrystine

doi:10.1080/19388071.2015.1061623

Cited by 5 publications

(5 citation statements)

References 20 publications

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“…Use of multimodality as a scaffold has been credited with increasing student motivation to read (Daemmrich, 2007;Mitchell, 2016), supporting different types of learners (Lefever-Davis & Pearman, 2005) and creating individualised reading experiences (Larson, 2009). However, some modes have been found to detract from the reading experience.…”

Section: Literature Reviewmentioning

confidence: 99%

Adolescents' navigation of linguistic and nonlinguistic modes when reading a digital narrative

Karchmer‐Klein

Shinas

2019

Journal Research in Reading

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Background:The purpose of this study was to examine how skilled adolescent readers draw on their prior knowledge of multimodality and narrative text structure when navigating an intentionally designed digital narrative text. We know that skilled middle-school readers have been taught narrative text structure and that adolescents who use the Internet regularly are aware of multimodality. However, we do not know if these same readers understand the purposes of multimodality in digital narratives, nor do we know how they navigate modes when they are used as both scaffolds and central to meaning making in the same text. Methods: The participants were a purposeful sample of 10 skilled eighth-grade readers who used the Internet regularly to search, locate and read content in and outside of school. Transcripts from think alouds, semistructured interviews and oral retellings were qualitatively analysed to identify patterns in participants' navigation of a digital narrative. Results: Data analysis suggested that skilled readers who use the Internet regularly brought multiple layers of textual schema to the task of reading a digital multimodal narrative. Results also indicated these skilled readers relied on written language to learn story elements and interpreted the purpose of nonlinguistic modes was to set the tone of the story and present details. Additionally, participants reported utilising flexible approaches to navigating the text depending upon which modes were presented. Conclusions: Literacy instruction must disrupt long-held beliefs that privilege words over other modes in texts. It should include explicit teaching of multimodality and the flexibility required for reading in digital spaces.

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Section: Literature Reviewmentioning

confidence: 99%

Adolescents' navigation of linguistic and nonlinguistic modes when reading a digital narrative

Karchmer‐Klein

Shinas

2019

Journal Research in Reading

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“…Overall, 60% of the students read more than they had in previous summers, citing portability and convenience as reasons (Mitchell, 2016).…”

Section: Reading Interventions and Strategiesmentioning

confidence: 99%

“…Another in-home summer reading program employed the use of Nooks to engage students (Mitchell, 2016). The Nook is an electronic, paperless alternative to the traditional book on which many digital texts can be downloaded and read.…”

Section: Reading Interventions and Strategiesmentioning

confidence: 99%

“…Each student was given a Nook, preloaded with 75 texts across different reading levels and genres for the 11-week summer break (Mitchell, 2016). Researchers found differences among intrinsically and extrinsically motivated students (Mitchell, 2016). Students who were intrinsically motivated readers prior to the study used the Nooks the most.…”

Section: Reading Interventions and Strategiesmentioning

confidence: 99%

“…While summer reading programs with an instructional component are likely to increase students' comprehension, (Kim & Quinn, 2013) those that focus on enjoyment and provide opportunities for building social capital appear to motivate students to read (Garst & Ozier, 2015;McTague & Abrams, 2011;Mitchell, 2016). Regardless of where summer reading takes place -school, home, or camp -the common denominators for success appear to be time devoted to reading and access to a wide variety of texts across different genres and levels of difficulty.…”

Section: Reading Interventions and Strategiesmentioning

confidence: 99%

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Accelerated Reader and high school students' reading self-efficacy : a case study

Hebert¹

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K-12 schools often respond to low state standardized test scores by adjusting curriculum to implement new strategies and technology. Instituting multiple new practices simultaneously increases the difficulty of determining the cause of improved test scores. Examining personal factors like self-efficacy provides a broader understanding of the value of integrating new technology. This intrinsic case study explored the implementation of Accelerated Reader (AR) at one vocational-technical high school in the northeastern United States and the experiences and reading self-efficacy of the students who participated. Reading self-efficacy is a potential antecedent to reading motivation. Students with high reading self-efficacy may read more frequently, improving their reading proficiency over time. The following two research questions guided the study: (1) How do seniors at Washington Vocational Technical High School perceive their experiences and reading self-efficacy after 3 years of participation in the Accelerated Reader program?; (2) How do teachers at Washington Vocational Technical High School perceive the influence of the Accelerated Reader program on students? Eight English teachers and six senior students participated. Major findings included: (a) students viewed reading strictly as a school activity (b) students were intrinsically motivated to read books they enjoyed (c) students lacked positive vicarious reading experiences (d) students' descriptions of their reading self-efficacy corresponded to their reading levels (e) teachers misperceived the influence of AR on students. Recommendations include high fidelity implementation of AR and alternative approaches to creating intrinsically rewarding reading experiences for high school students.

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A scoping review of the application of the SAMR model in research

Blundell

Mukherjee

Nykvist

2022

Computers and Education Open

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Learning From Rising Sixth Grade Readers: How Nooks Shaped Students’ Reading Behaviors During a Summer Independent Reading Initiative

Cited by 5 publications

References 20 publications

Adolescents' navigation of linguistic and nonlinguistic modes when reading a digital narrative

Adolescents' navigation of linguistic and nonlinguistic modes when reading a digital narrative

Accelerated Reader and high school students' reading self-efficacy : a case study

A scoping review of the application of the SAMR model in research

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