Supporting Striving Readers through Technology-Based Instruction

Autor/in	Laverick, DeAnna M.
Titel	Supporting Striving Readers through Technology-Based Instruction
Quelle	In: Reading Improvement, 51 (2014) 1, S.11-19 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0510
Schlagwörter	Reading Instruction; Teaching Methods; Educational Technology; Technology Uses in Education; Reading Skills; Individualized Instruction; Small Group Instruction; Reading Teachers; Specialists; Summer Programs; Reading Programs; Reading Difficulties; Seminars; Practicums; Teacher Education Programs; Questionnaires; Observation; Attitude Measures; Graduate Students; Masters Programs; Technology Integration; Elementary School Students; Kindergarten; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6 + Suchen Sie Ihr Suchwort? Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Reading skill; Lesefertigkeit; Individualisierender Unterricht; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Sommerkurs; Reading difficulty; Leseschwierigkeit; Seminar; Practicum; Praktikum; Praktika; Fragebogen; Beobachtung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06
Abstract	The purpose of this research was to determine if reading specialist candidates improve the reading proficiency of their students through the use of digital, technology-based teaching techniques and materials. The candidates were certified teachers who provided individualized and small-group instruction to K-6 children while the candidates were enrolled in their capstone seminar and practicum reading courses. The candidates implemented technology-based assessment and instruction during a summer reading program for children who were striving readers. The summer reading program was embedded in the seminar and practicum courses. Data were collected through a questionnaire, observations, and the analysis of a teacher work sample completed by each candidate. Findings indicate that the candidates: (1) perceived the digital technology-based instructional techniques and tools used in the practicum improved their students' reading proficiency and (2) their professional growth was enhanced as a result of implementing these digital techniques and tools. The study concludes that technology-based reading instruction was found to be effective in improving the reading proficiency of striving readers. (As Provided).
Anmerkungen	Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/ri.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10