You are here:

Enhancing Adolescent Literacy Achievement through Integration of Technology in the Classroom
ARTICLE

, ,

Reading Research Quarterly Volume 42, Number 3, ISSN 0034-0553

Abstract

Adolescent literacy achievement across the United States is in crisis. More than eight million students in grades 4 to 12 are identified as struggling readers. These students, who perform below grade level in reading and writing, are at high risk for failure in all content subjects and ultimately for dropping out of school. Professionals in the field must pursue additional research around technology integration to enhance adolescent literacy achievement so that states across the nation can best create and promote the necessary programs to reverse the adolescent literacy achievement crisis. In this article, the authors take the state of Connecticut as an example that is expanding its focus by seeking sound research to inform the preparation of adolescents for success in further education and training through integration of technology in the classroom. Connecticut continues to explore key elements in programs designed to improve adolescent literacy achievement in middle and high schools, such as those outlined by the Alliance for Excellent Education, the National Council of Teachers of English, the International Reading Association, and the National Association of Secondary School Principals. Recognizing that important research has already been completed in the area of educational technology, this article suggests seven areas for further research that are of interest to state policymakers, focusing particularly on enhancing adolescent literacy achievement through the integration of technology across all content areas. Empirical research in these areas can be used to inform future practice in Connecticut and across the nation: (1) state-offered virtual courses and delivery systems, (2) communication tools, (3) artificial intelligence, (4) word processors, (5) new literacies practices, (6) professional development, and (7) technology for parents.

Citation

Sternberg, B.J., Kaplan, K.A. & Borck, J.E. (2007). Enhancing Adolescent Literacy Achievement through Integration of Technology in the Classroom. Reading Research Quarterly, 42(3), 416-420. Retrieved April 22, 2019 from .

This record was imported from ERIC on April 18, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

View References & Citations Map

Cited By

  1. Factors That Impact the Implementation of Virtual Literacy Coaching in the Eastern Caribbean

    Gregory MacKinnon, Acadia University, Canada; Terry-Ann Marsh-Roberts, Antigua State College, Antigua And Barbuda; Yvonne Jones, T.A. Marryshow Community College, Grenada; Delise Williams, Clarence Fitzroy Bryant College, Saint Kitts And Nevis; Ann Hamilton-Dopwell, St. Vincent & the Grenadines Community College, Saint Vincent And The Grenadines; Colin King, Acadia University, Canada

    Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 1950–1958

  2. Teaching With(out) Technology: Secondary English Teachers and Classroom Technology Use

    Sara Flanagan, University of Kentucky, United States; Melanie Shoffner, Purdue University, United States

    Contemporary Issues in Technology and Teacher Education Vol. 13, No. 3 (September 2013) pp. 242–261

  3. Making Meaning through the Viewfinder: Responding to Literature through Video

    Benjamin Boche & Melanie Shoffner, Purdue University, United States

    Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 4472–4478

  4. Technology: The Bridge to Reading Success

    Kaye Lowe & Ryan Spencer, University of Canberra, Australia

    EdMedia + Innovate Learning 2012 (Jun 26, 2012) pp. 2475–2483

  5. Two Teachers' Technology Use: Recommendations for English Teacher Preparation

    Sara Flanagan, Purdue University, United States

    Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 3727–3735

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.