You are on page 1of 10

SUPPORTING STRIVING READERS THROUGH

TECHNOLOGY-BASED INSTRUCTION
DEANNA M . LAVERICK

Department of Professional Studies in Education


Indiana University of Pennsylvania
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.
Keywords: reading instruction, technology, striving readers

Supporting Striving Readers through


Technology-Based Instruction
This manuscript describes the ways in
which reading specialist candidates used
digital, technology-based teaching techniques
and materials to improve children's literacy
performance. Technology has been described
as "the means for accessing learning" (Brozo
& Puckett, 2009, p. 81) and research shows
that teaching with technology promotes
higher engagement and therefore higher
achievement (Barone & Wright, 2008). By
using technology-enhanced teaching methods, educators promote learning across the
ctirriculum and employ what Egbert (2009)
refers to as "21st-century skills" (p. 6). The
researcher, a teacher educator in a graduate
literacy program, received an internal grant
for the university's Literacy Center to purchase Flip video cameras and digital audio

recorders. Graduate students enrolled in the


literacy program's capstone courses, Practicum and Seminar for Reading Specialists I
and If, are supported by the Literacy Center,
which houses the resources needed for candidates to develop and implement a program
of individualized assessment and acceleration
for children with literacy-related learning
needs. The children were enrolled in a fiveweek Summer Reading Program held at the
university.
The grant provided the candidates with the
tools needed to implement technology-based
instruction that promoted children's literacy
growth, such as: (1) digital storytelling, which
is believed to increase students' understanding of curricular content (Sadik, 2008); (2)
Web 2.0 and other computer-based technologies that are used for shared reading and
writing experiences and to engage students in

11

12 / Reading Improvement
response to informational and narrative texts
(Harvey & Goudvis, 2000; Labbo, Eakle,
& Montero, 2002; Larson, 2009; Laverick,
2011; Zawilinski, 2009); (3) the use of online
reference tools and video-sharing devices to
build vocabulary and promote comprehension
development (Barone & Wright, 2008; Harvey & Goudvis, 2000; Mullen & Wedwick,
2008); (4) strategies to build fluency, such as
Tape-Check-Chart (Allington, 2006; DeVries,
2008); and (5) websites that support literacy
learning.
At the end of the five-week seminar and
practicum, the candidates submitted a teacher
work sample that documented their achievement ofprogram and professional organization
standards. A teacher work sample is described
in the literature as a rigorous, standards-based
tool that ties candidate performance to student
learning (Hennin & Robinson, 2004; Parker
& Sinclair, 2010). Research has shown that
teacher work samples are linked to program
effectiveness (Cooner, Stevenson, & Frederickson,2011).
The study sought to answer the following
research questions: 1) In what ways do reading specialist candidates use digital technologies to increase the reading proficiency of the
students they instruct? (2) To what extent do
reading specialist candidates perceive digital
technologies to influence reading proficiency
and literacy growth? (3) How did reading specialist candidates demonstrate professional
growth as a result of using technology-based
instructional techniques and materials?
Method
Participants
The participants (N = 19) in this research
study were certified K-12 teachers who were
graduate students enrolled in the capstone
courses of the Literacy Program, LTCY 770
and LTCY 771, Practicum and Seminar for
Reading Specialists I and U. Completion of the

graduate program in Literacy grants a Master


of Education in Literacy degree (with successful completion of the required 36 credits) and/
or reading specialist certification (with successful completion of the required 27 credits).
The study took place at a rural, mid-sized university as part of a five-week summer reading
program. The participants, as reading specialist
candidates, assessed, diagnosed, and instructed
the children and adolescents enrolled in the
Summer Reading Program to meet their individual literacy-related needs.
Materials and Procedure
At the start of the seminar and practicum, the researcher provided instruction on
the use of Flip cameras and digital audio
recorders and shared various ways in which
a variefy of technology-based materials and
research-based teaching techniques have been
found to be effective in supporting students'
literacy growth. The participants were also
given an opportunify to collaborate and share
ideas for additional teaching and assessment
methods that utilize the technology tools.
Instructional techniques were selected by the
candidates on a daily basis to meet the targeted needs of the individual students, through
the use of technology. Instructional decisions
were made based on initial test results and
ongoing assessments.
At the end of the five-week program,
the researcher administered an open-ended
questionnaire to candidates in the form of a
Word document that was sent as an e-mail
attachment. Figure 1 provides the questions
that the candidates answered. The responses
to the open-ended questions were analyzed
using NVivo 10 and the numerical responses
to question #7 were averaged to determine the
overall impact of technology integration as
perceived by the candidates.
The teacher work sample (TWS) was a
source of data that evidenced how candidates
implemented technology-based instructional

Supporting readers through technology /13


techniques to support the literacy growth of
the children they taught. The teacher work
sample submitted by each reading specialist
candidate contained the following components: a calendar that provided an overview
ofthe instructional activities and assessments
conducted during the five-week Summer
Reading Program; an assessment plan that
listed the assessments administered, along
with the purpose of each assessment; a list of
instructional goals for improving the child's
literacy performance; the daily lesson plans;
a copy ofthe case report that would be shared
with the child's teacher; reflective journal
entries; professional study group materials
that included a summary of a journal article
and questions used for a group discussion led
by the candidate; evidence of communication
with the child's family; a copy of the literacy
profile that was provided to the family and
used as a siunmary of the child's growth in
literacy; and an appendix of student work
samples and assessment results.
Each component ofthe teacher work sample was evaluated using a standards-based
rubric. Additionally, the faculty observed the
candidates while they were teaching and recorded their observations on standards-based
observation forms. The completed forms were
used to evaluate the candidates' performance
as they implemented their planned lessons.
With regard to question #8, which asked candidates to describe evidence to support their
belief about the impact that technology-based
instruction made on the student's growth in
literacy, the researcher confirmed the information by verifying the results presented in
the TWS for each student's pre- and posttest
assessment results.
Findings
The responses to each of the open-ended
questions were coded and organized into 12
themes, which are shown in Figure 2. When
asked about the extent to which participants

believe the use of digital, technology-based


techniques and tools influence the student's
growth in technology, the average response
was 3.9 on a scale of 1-5, with 5 representing
the most impact. There were no candidates
who assigned a 1 or 2 as a rating. With regard to the evidence described by the candidates that show each of their students made
progress with literacy during the five-week
Summer Reading Program, most candidates
(n = 13) cited improved scores on a variety
of informal and formal reading assessments.
A few candidates (n = 5) described each student's progress in an anecdotal manner by
sharing observations and other information.
The remaining candidates (n = 2) either did
not answer the question directly or did not
provide specific information.
Research Question 1: In what ways do reading specialist candidates use digital technologies to increase the reading proficiency ofthe
students they instruct?
Generally, digital technologies were used
for assessment and instructional purposes. The
digital video and audio assisted the candidates
as they documented and verified data collected
through individualized assessments of clients.
The recordings were helpful in administration
and analysis of assessments. Video recordings
were an instructional tool for creating digital
stories and recording reading performances of
students; digital audio recordings were used to
conduct repeated readings to promote fluency
development; video recordings were used to
capture students' successes as they practiced
and performed readers' theater scripts; digital
stories provided opportunities for children to
practicing reading skills as the students narrated scripts.
For assessment purposes. Flip cameras
and digital audio recorders were used for
data collection and documentation, including
progress monitoring. The students instructed
by the candidates used both technology tools

14 / Reading Improvement
for self-evaluation. The majority of candidates
(63%) responded that the use of a Flip video
camera supported their students' literacy development by allowing the students to see and
hear themselves read so that they can evaluate
their ovra strengths and weaknesses. For example, the readers' theater performances were
taped using the Flip cameras, viewed by the
students for critique, and repeated readings of
the script helped improve their performance.
Backgroimd images projected firom websites
provided scenery for performances. Similarly,
timed repeated readings were doctunented using the digital audio recorders and self-evaluated by the students to promote fluency.
Recorded repeated readings of poetry were
also found to be effective. For example, students read poetry in phrases, which was then
viewed, self-evaluated, and repeated to promote fluency. One of the candidates explained
how the use of a digital audio recorder helped
improve her student's fluency by describing
this reading experience:
When we stopped, she listened back to
what she had read and followed along
in the book. She caught her mistakes
and made note of them. She also said to
me that her fluency wasn't very good
and that she needed to work on it some
more. I think it really made a difference once she heard herself actually
reading.
Instructional techniques included the use
of the Flip camera to videotape a walking
field trip, which commenced a Language
Experience Approach lesson. The images
were used to support descriptive writing. The
candidates explained that by viewing the recording of the field trip, students were able to
recall details that they would have otherwise
forgotten. These detaus, in tum, were incorporated into the students' vrating samples,
which were included as documentation in the
TWS. The vmting samples provided concrete

evidence of the students' enhanced writing


skills that reflected details and vivid descriptions sparked by the recorded experiences.
Another way that writing was enhanced was
by having the children tell stories that were
audio recorded. One candidate explained that
she told her student that if you can "tell" stories, then you can "write" stories, and they did
just that. She elaborated, "It helped me think
outside the box." The audio recorded stories
acted as a scaffold to support the chdren as
they wrote their stories down. Also, by giving
the children the option to write stories on the
computer, rather than on paper, motivation
was increased. The students were recorded
using puppets to retell a story and view the
videotaped retellings.
The candidates used computers and programs in many different ways, including
transforming typical materials into formats
that were more engaging for the students. One
candidate mentioned that technology helped
replace overused activities, such as flashcards
and pencil/paper activities. For example, instead of using flashcards to improve sight vocabulary, the sight words were incorporated
into a PowerPoint presentation that allowed
for rapid flash of individual words. The children found this approach more engaging than
the use of index cards for reviewing sight
words. The candidate further explained that
the use of technology provided fresh and new
ways to teach the students. She stated that this
approach took a "regular activity and made it
palatable for five weeks. It was fast, fi'esh, and
easily modifiable to meet different needs."
A group of candidates collaborated to create an iMovie of the children participating in
many different activities during the Summer
Reading Program. Sharing this movie with
families served as a source of ideas for how
the concepts taught in the program could be
reinforced and practiced at home. Another
candidate mentioned the use of iTunes as a
method for having the children listen to Shel

Supporting readers througii technology /15


Silverstein's poetry read aloud. Other instructional ideas related to the use of a computer
program to publish final drafts of stories,
which included photographs that were taken
by one of the children, and creating word
webs, which promoted vocabulary development. This particular candidate noted that her
student made use of the thesaurus to produce
synonyms for given words. The use of an iPad
to assist children in letter identification was
shared as another effective instructional technique. The program that the candidates used
involved a sparkly display as the children
traced letters on the iPad. The use of multiple
colors and sounds was highly engaging for
the children.
The candidates used YouTube for sharing
engaging videos with the students. The videos would be used for teaching and checking
predictions. For example, part of a video
would be shown and the students would have
to write what they predicted would happen
next, before the end of the video was shown.
In addition to YouTube, online reference tools
were used, along with educational websites
that were interactive and promoted digital
storytelling. To teach unknown vocabulary,
such as "spectacular," one candidate used
an Internet search engine to find a picture of
Cinderella's castle at Christmastime (based
on her knowledge of the child's interests).
The child's response to viewing the image
was amazing, and clearly a connection to the
meaning of "spectacular" was established.
Similarly, the use of various videos and images provided vicarious experiences for the children and helped build background knowledge
on topics before reading.
Research Question 2: To what extent do
reading specialist candidates perceive digital
technologies to influence reading proflciency
and literacy growth?
The reading specialist candidates perceived digital technologies to influence

reading proficiency and literacy growth in a


number of ways and provided a visual representation of the students' reading abilities.
This visual representation was included in
each candidate's TWS as a "literacy profile,"
which they used to communicate the child's
progress to family members. In general, they
most often documented that their students
demonstrated improved fiuency. Assessments
that were included in the TWS to provide evidence of the students' literacy growth included: reading attitude surveys, diagnostic reading tests, phonics measures, running records,
informal reading inventories, vocabulary
assessments, checklists, rubrics for evaluating writing samples, and timed readings. The
candidates also shared observations through
anecdotal records and documented reading
behaviors.
Through the documented observations
that were included in the TWS, candidates
noted that the students gained confidence as
readers. The observations also revealed that
motivation was increased, students became
engaged when technology was used, students
who were easily distracted became attentive
when technology was used, students opened
up and became more excited with the use of
technology, and students enjoyed watching
themselves on the recorded reader's theater
productions. The students wanted to watch
these recordings over and over.
The students also became metacognitive about their reading proficiency as they
self-evaluated their documented readings
and reftected on what steps they might take
to improve their reading performance. In addition to promoting reflection about reading
performance, the candidates believed that the
use of the digital technologies encouraged
student self-monitoring and goal-setting.
The candidates shared that the use of digital technologies, such as the Flip cameras
and audio recorders helped the students feel
ovmership about their work. The candidates

16 / Reading Improvement
shared that students received immediate audio and visual feedback in seeing and hearing their reading behaviors when reading
aloud. The students were able to identify
how they could improve their reading and
then make changes to improve their reading
performance. The candidates believed that
having students make self-improvements, as
opposed to teacher-suggested improvements,
was effective in boosting reading proficiency.
The use of the videotaped readers' theater
performances promoted self-confidence and
was used to celebrate successes by sharing
the videotaped performance with families at
a culminating performance. The use of the
technology-based materials was motivating
for the students and promoted engagement.
As explained by one candidate, "It helped my
student with reading without him thinking he
was doing extra work." For example, having
children create a word web on the computer
was more motivating than using a worksheet.
Research Question 3: How did reading specialist candidates demonstrate professional
growth as a result of using technology-based
instructional techniques and materials?
The reading specialist candidates demonstrated professional growth as a result of using technology-based instructional techniques
and materials by adding a digital twist to their
already-famiar teaching techniques, such as
a readers' theater. For example, one candidate
explained that she constantly used readers'
theater in her classroom but never video-recorded the performances, which is a practice
that she will begin to implement. Generally,
candidates will incorporate the use of Flip
cameras in the futtire. It was perceived that
the technology tool used enriches the activities for which is it used. A group of candidates (42%) believed that using a Flip camera
provided meaning and purpose to the lessons.
Because the technology-based materials were
user-friendly, the candidates felt comfortable

in exploring instructional possibilities and


felt encouraged to become more familiar with
technology. One candidate mentioned that it
taught her how powerful technology is with
students; it was highly motivating and promoted creativity and innovation in her teaching methods. Another way that professional
growth took place was through the collaboration and sense of teamwork when groups
of candidates worked together to create authentic literacy experiences. They helped one
another learn how to use technology tools to
document and share the students' successes.
Conclusion
The findings indicate that the candidates
used digital technologies to increase the reading proficiency of the students they instructed.
The technology-based teaching techniques
supported assessment and instruction in numerous ways. Increased motivation and engagement were two often-mentioned benefits
for using technology. While one candidate
mentioned that sometimes she felt that using
technology could be distracting, the majority of candidates believed that technology
increased engagement. Another candidate
poignantly noted, "As long as it is used effectively, technology is a wonderful tool for the
classroom." The assessment data were used
to determine instructional techniques that
were supported by technology-based teaching
methods and tools. A benefit of using technology-based tools relates to increased family
involvement. The video-taped presentations
were easily shared with families and sharing
children's work in a digital format provided
an audience for celebrating the children's
successes. Family involvement was also enhanced when children would use educational
websites at home after having used the sites
during the Summer Reading Program. Professional growth was enhanced through the use
of technology-based teaching strategies as

Supporting readers through technology /17


candidates implemented creative new twists
on typical teaching methods. It encouraged
collaboration and innovation to provide technology-based instruction that was engaging
for children. As one candidate summarized,
"Utilizing technology within the classroom
is vital for successful development in all
areas of literacy and it promotes academic
motivation!"
Author Note
This project was funded by an Indiana
Universify of Pennsylvania Centers and Institutes Special Projects Grant. The author
would like to thank Ms. Kelsey Stansfield and
Ms. Nichol Murray for their contributions to
this project.
Correspondence should be directed to
DeAnna M. Laverick, D.Ed., Department of
Professional Studies of Education, 312 Davis
Hall, 570 S. 11th Street, Mdiana, PA 15705.
Email: laverick@iup.edu. Office Phone:
(724) 357-2400. Fax: (724) 357-2961.
References
Allington, R. (2006). What realty matters for struggting
readers: Designing research-based programs (2nd
ed.). Boston: Pearson Alljm & Baeon.
Barone, D., & Wright, T. E. (2008). Literacy instruction
with digital and media technologies. The Reading
Teacher, 62(4), 292-303.
Brozo, W. G., & Puekett, K. S. (2009). Supporting content
area titeracy with technology. Boston, MA: Pearson.
Cooner, D., Stevenson, C , & Frederikson, H. (2011).
Teacher work sample methodology: Displaying
accountability of U. S. teacher education program
effeetiveness. Journat of College Teaching &
Learning, S(10), 17-28.
DeVries, B. A. (2008). Literacy: Assessment & intervention for K-6 classrooms. Seottsdale, AZ: Holcomb
Hathaway Publishers.
Egbert, J. (2009). Supporting teaming -with technotogy.
Upper Saddle River, NJ: Pearson Education.
Harvey, S., & Goudvis, A. (2000). Strategies that work:
Teaching comprehension to enhance understanding.
Portland, MD: Stenhouse Publishers.

Hennin, J. E., & Robinson, V. (2004). The teacher work


sample: Implementing standards-based performance
assessment. Teacher Educator, 39(4), 231-248.
Labbo, L. D., Eakle, A. J., & Montero, M. K. (2002).
Digital language experience approach: Using digital
photographs and software as a language experience
approach innovation. Reading Ontine, 5(8), 24-43.
Larson, L. C. (2009). Reader response meets new literacies: Empowering readers in online learning communities. The Reading Teacher, 62(8), 638-648.
Laverick, D. M. (2011). Incorporating technology for the
benefit of all learners. In. S.A. Rieg & K. R. Paquette
(Eds.), Striving for the perfect ctassroom-Part II:
Teachers' responsibilities beyond instruction and
assessment. Hauppauge, New York: Nova Scienee
Publishers.
Parker, M., & Sinelair, C. (2010) Making teaeher
work samples work at the University of Northern
Colorado. Jcmmal of Physical Education, Recreation
& Dance, 8I(\), 36-39.
Mullen, R., & Wedwick, L. (2008). Avoiding the digital abyss: Getting started in the classroom with
YouTube, digital stories, and blogs. Clearing House,
82(2), 66-69.
Sadik, A. (2008). Digital storytelling: A meaningful
technology-integrated approach for engaged student learning. Educational Technology Research &
Development, 56(4), 487-506.
Zawilinski, L. (2009). HOT blogging: A fiamework
for blogging to promote higher order thinking. The
Reading Teacher, 62(S), 650-^61.

18 / Reading Improvement
Figure 1. Questions Answered by the Participants at the Conciusion ofthe Summer
Reading Program
1. How did you use the Flip video camera with your student?
2. In what ways did the use of a Flip video camera support your student's literacy
development?
3. Please describe how the use of a Flip video camera promoted your professional growth
as a reading specialist. In other words, did using this technology represent a new learning experience for you? If so, how?
4. How did you use the digital audio recorder with your student?
5. In what ways did the use of a digital audio recorder support your student's literacy
development?
6. Please describe how the use of a digital audio recorder promoted your professional
growth as a reading specialist. In other words, did using this technology represent a
new learning experience for you? If so, how?
7. On a scale of 1 to 5 (with 5 representing the most impact), to what extent do you believe the use of digital, technology-based techniques and tools influenced the student's
growth in literacy?
8. What evidence, as documented in your Teacher Work Sample, supports the rating that
you assigned in question #7? (For example, assessment results, observations of the
student's enjoyment of creating digital stories, etc.)
9. Other than the Flip cameras and digital audio recorders, what technology-based tools
did you use in the Summer Reading Program (such as digital storytelling. Web 2.0,
electronic sources for shared reading and writing experiences, websites, online reference tools, etc.)?
10. How efifective do you believe these other technology-based materials were in promoting your student's literacy growth?
11. Do you have any other information that you believe is important to share?

Supporting readers through technology /19


Figure 2. Themes that Emerged from the Data Analysis
1. Technology for recording experiences that provide children with opportunities to read,
view/listen to the recordings, self-evaluate/critique, and engage in written response
2. The use of technology to provide engaging experiences and motivate the children
3. Enhanced professional growth as a result of the challenging candidates to leam and use
new techniques and boost creativity and innovation
4. Enhanced professional growth as candidates provided purposeful and meaningful
instmction
5. Enhanced professional growth through opportunities for collaboration with colleagues
6. Technology as a form of assessment and documentation
7. Use of a digital recorder to build fluency
8. Use of digital audio recorder for accuracy in scoring assessments and convenience in
using audio
files

9. Use of a doctmient camera and projector to share enlarged texts and create backdrops
and sound effects for dramatic experiences
10. Use of computers and programs (for uses that include but are not limited to: Word and
PowerPoint to create games and assessments, iPad applications, iTunes for sharing
poetry, iMovie, Google, various websites, and digital storytelling)
11. Effectiveness of technology on children's literacy development as shown in their acquisition of new skills, enhanced creativity, increased engagement and motivation
12. Other benefits that include effective classroom management and opportunities to share
student work

Copyright of Reading Improvement is the property of Project Innovation, Inc. and its content
may not be copied or emailed to multiple sites or posted to a listserv without the copyright
holder's express written permission. However, users may print, download, or email articles for
individual use.

You might also like