Technology: The Bridge to Reading Success PROCEEDINGS
Kaye Lowe, Ryan Spencer, University of Canberra, Australia
EdMedia: World Conference on Educational Media and Technology, in Denver, Colorado, USA ISBN 978-1-880094-95-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
U-Can Read: Literacy Intervention Years 3-10 (UCR) is a parent education program that supports adolescent, struggling readers. Results achieved at UCR, highlight the critical role that technology plays in engaging students in literacy learning and supporting their reading success. Too often reluctant, adolescent readers have spent years in classrooms being lost and frustrated; their enjoyment of reading diminished. According to Long, MacBlain, & MacBlain, (2007), it is not uncommon for students to respond to this frustration with inappropriate outbursts or passive disengagement. Whether they actively avoid learning or shut down completely, research shows that the achievement gap continues to widen (Fisher & Frey, 2007). This paper documents case studies of two reluctant and disengaged students and how technology served to motivate their pursuit of literacy learning. The technologies included Kindle e-book readers, iPad devices, iPods and interactive websites. These case studies give best practice examples that can be implemented in all classrooms to motivate students to read.
Lowe, K. & Spencer, R. (2012). Technology: The Bridge to Reading Success. In T. Amiel & B. Wilson (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology 2012 (pp. 2475-2483). Waynesville, NC: Association for the Advancement of Computing in Education (AACE).
© 2012 AACE
- Technology-BridgetoreadingsuccessKLRS_2012Jun18.pdf (Access with Subscription)