Professional Documents
Culture Documents
TECHNOLOGY
Khalia G. Booth
EDUC 7201T T6B: Seminar Appl/Thry and
Research II
Fall 2010 and Spring 2011
Professor OConnor-Petruso
May 11, 2011
Table of Contents
Introduction3
Statement of the Problem4
Literature Review Overview5
Statement of the Hypothesis6
Method7
Internal and External Validity12
Data14
References21
Introduction
As a student teacher and a citizen of the 21 st Century, I am
witnessing the transformation of literacy as it moves from print to
digital media. I firmly believe that the students of today need to
become acquainted, and taught how to use, manage, and learn
effectively from the technology that will be their future. I think that the
educational theorist that can be applied best to the changing modes of
technology that will be the core of my future career as an educator is
Jerome Bruner with his belief that learning is an active, ever-changing
construct that can be acquired by the environment in which one lives
(Takaya, 2008). If todays students are going to be able to master their
technological future, they must be surrounded by computers, literacy
programs that incorporate e-readers/reading software, and adults who
are willing to integrate the facets of their world within the classroom.
Statement of the Problem
The attainment of literacy is an ongoing issue in American
education. Debates have raged within education circles as to how,
what, and when is the best time, age, and education tool to be used
to help children achieve functional literacy. Its become increasingly
clear that it is not enough to recognize sight words and be able to
read aloud from a written narrative. It is necessary that in order to
be fully literate, readers need to actually understand what it is that
theyre reading.
Fifteen fifth grade students were chosen from Ms. Ys class at an urban
public school known as P.S. X, located in Brooklyn, New York. These
students have received Levels 1 and 2 scores on their Fourth Grade English
Language Arts examinations. Fourteen of the students have attained their
eleventh birthday, with one being twelve years of age at the time of the
intervention. Thirteen of the participants are of West Indian background,
one is of Hispanic origin and the fifteenth participant is of Eastern European
descent. Ten of the participants parents are currently employed full time,
while three of the participants parents are working part-time. Two of the
participants parents have been searching for employment. Eight of the
participants parents who are working full-time commuted to Manhattan,
while five of the participants parents worked in Brooklyn.
Methods, Part 2
Instrument(s)
Student K
Student J
Student I
Student H
Student G
Student F
Question 10
Student E
Student D
Student C
Student B
Student A
Student K 12
Student J 5
Student I 2
Student H 6
Student G 4
Student F 12
Student E 12
Student D 12
Student C 12
Student B 4
Student A 2
0 2 4 6 8 10 12 14
Question 11
Data, Page 3:
Comparison of Pre and Post Test Reading Comprehension Scores for
AVG. Pre-Test Score: 65.6 Group 1 (X1)
90
AVG. Post-Test Score: 73.2 0.924rxy
80
70
60
50
Series1
Series2
40
30
20
10
0
Student A Student B Student C Student D Student E
Data Correlation
Comparison of Reading Comprehension Scores Pre-Test and Post-Test
for Group 1 (X1)
90
80
70
60
Post-Test Scores
50
Series1
40
Linear (Series1)
30
20
10
0
0 10 20 30 40 50 60 70 80
Pre-Test Scores
Data, Page 4:
Pre and Post Test Reading Comprehension Scores for Group 2 (X2)
AVG. Pre-Test Score: 58.8 Series1
0.998rxy
AVG. Post-Test
90
Score: 59.6 Series2
80
70
Reading Comprehension
Scores
60
50
40
30
20
10
0
Student A Student B StudentGroup
C 2 Participants Student D Student E
Data Correlation 2
Pre and Post Test Reading Comprehension Scores for Group 2 (X2)
90
80
P
r 70
e
-
60
T
e
s 50
t
Series1
40
S Linear (Series1)
c
30
o
r
e 20
s
10
0
0 10 20 30 40 50 60 70 80 90
Post-Test Scores
Bell Curve Data for Pre-Test Reading Scores for
Group 2:
57 60
SD=14.3 65
M=58.8
34 78