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Integrating technology-based instruction in middle grades language arts: Motivating and engaging at-risk learners in reading comprehension
DISSERTATION

, Capella University, United States

Doctor of Philosophy, Capella University . Awarded

Abstract

The purpose of the quantitative component of this mixed method study was to examine whether or not there was a significant difference between the mean scores on the Adolescent Motivation to Read Profile for the class that received technology-based instruction and the mean scores for the class that received the standard instructional technique. The qualitative component examined students' perception of their motivation and engagement in reading with and without the integration of technology-based instruction into the reading component of language arts content. Student participants completed a reading survey that assessed their level of motivation before and after the integration of technology-based instruction in language arts. The student participants were administered the Adolescent Motivation to Read Profile (AMRP) Reading Survey. The AMRP surveys completed by the student participants allowed the researcher to see if students' reading motivation changed after the integration of technology-based instruction into their language arts content area where reading is taught. In order for the researcher to examine students' perception of their motivation and engagement in reading with and without the integration of technology-based instruction into the reading component of language arts content, students wrote journal responses about their perceptions and their interactions with content during the study.

Citation

Gordon, N.L. Integrating technology-based instruction in middle grades language arts: Motivating and engaging at-risk learners in reading comprehension. Doctor of Philosophy thesis, Capella University. Retrieved June 24, 2019 from .

This record was imported from ProQuest on October 22, 2013. [Original Record]

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