The Impact of iPad Multimodalities on the Literacy Skills of Adolescent Males Identified as Low-Achieving Readers

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Autor/in	Pacheco, Beatriz
Titel	The Impact of iPad Multimodalities on the Literacy Skills of Adolescent Males Identified as Low-Achieving Readers
Quelle	(2017), (138 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Spalding University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3696-7851-2
Schlagwörter	Hochschulschrift; Dissertation; Literacy; Adolescents; Gender Differences; Literacy Education; Males; Longitudinal Studies; High School Freshmen; Reading Skills; Language Skills; Verbal Ability; Remedial Reading; Pretests Posttests; Reading Comprehension; Handheld Devices; Telecommunications; Educational Technology; Teaching Methods; Program Effectiveness; Hypothesis Testing; Statistical Analysis; Achievement Gains; Reading Tests; Vocabulary; Reading Difficulties; Nelson Denny Reading Tests + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Alphabetisierung; Schreib- und Lesefähigkeit; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Geschlechterkonflikt; Male; Männliches Geschlecht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Reading skill; Lesefertigkeit; Language skill; Sprachkompetenz; Mündliche Leistung; Leseförderung; Leseverstehen; Telekommunikationstechnik; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Hypothesenprüfung; Hypothesentest; Statistische Analyse; Achievement gain; Leistungssteigerung; Lesetest; Wortschatz; Reading difficulty; Leseschwierigkeit
Abstract	Literacy rates among male adolescents continue to fall below those of female adolescents, and this trend shows no indication of improving (Cheung & Slavin, 2014; Gurian & Stevens, 2007; Weins, 2005; Clark, 2006; Cantrell & Carter, 2009). This study aims to examine this trend by measuring the effects of extended literacy learning opportunities and multimodal learning opportunities on comprehension and vocabulary attainment in low-achieving adolescent male readers. Post hoc Nelson-Denny Reading Test (NDRT) data were collected over a 5 year period (2010-2016). Participants were 95 (N=95) male adolescent students entering their freshman year of high school who scored below the 16th percentile on the High School Placement Test (HSPT) in reading, verbal, and language and were placed in specific reading classes that provided extended literacy learning opportunities for additional remediation. All participants in the study were given both a pre- and post-NDRT (forms G & H) to determine comprehension and vocabulary growth over the course of each indicated school year. The participants were separated into pre-iPad (2010-2012) and iPad (2012-2013 and 2014-2016) implementation groups for NDRT data analysis. The pre- and post-NDRT data were analyzed using nine paired-samples "t"-tests to measure growth between pre-iPad and iPad groups as well as to measure the combined growth of both groups. The data that were analyzed using paired-samples "t" tests resulted in the rejection of all of the null hypotheses. The findings indicate that a statistically significant difference in vocabulary and comprehension achievement (p < 0.05) was found when low-achieving adolescent male readers were provided with extended literacy learning opportunities. The findings also indicate that a statistically significant difference in vocabulary and comprehension achievement (p < 0.05) was found when low-achieving adolescent male readers were provided with multimodal learning opportunities via the iPad during literacy instruction. The findings further indicate that a statistically significant difference in vocabulary and comprehension (p < 0.05) was achieved by the program as a whole. Additionally, independent sample "t"-tests were used to analyze the difference in comprehension and vocabulary gains between the pre-iPad and iPad groups. The findings indicate a statistically significant difference in comprehension gains between the pre-iPad and iPad groups, with the pre-iPad group demonstrating greater gains. The findings further indicate that there was no statistically significant difference between vocabulary gains in the pre-iPad and iPad groups. Hattie (2012) determined that the effect size for computer-assisted instruction can be measured at 0.37, which is a medium effect size. This indicates that those who receive computer-assisted instruction could be expected to perform better than 66% of those who do not receive computer-assisted instruction. Hattie also determined that the web-based learning effect size is measured at 0.18, a small effect size (as cited in Fisher et al., 2016). When effect sizes were compared to the overall effect size of this study's iPad group, it was determined that the iPad group, with an overall effect size of 0.91, showed growth that would be greater than 82% of those not receiving the treatment of the iPad for literacy instruction (Coe, 2002). The use of the iPad for instruction exceeded expectations for both computer-based instruction and web-based learning in both vocabulary and comprehension. There are many implications of the findings of this study. There is limited research available regarding the use of the iPad as a means of mitigating literacy deficits in adolescents. This is one of very few studies that has focused on the use of the iPad as a tool for literacy instruction for low-achieving adolescent male readers, and the sample size of this study is relatively small (N=95). Since the iPad has only been available as a tool for classroom instruction for a short period of time, more research needs to be done to determine the overall effectiveness of iPad based instruction for low-achieving adolescent male readers, a group that it appears could benefit substantially from its use if the right circumstances emerge. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01