Larson, L. C. (2010). Digital readers: the next chapter in e-book
reading and response. The Reading Teacher, 64(1), 15-22. Retrieved October 12, 2010, from doi:10.1598/RT.64.1.2
Digital Readers: The Next Chapter in E-Book Reading and Response evaluated the use of e-books in a primary educational setting. The article suggests that students who interact with digital readers are exposed to a wide assortment of written text. It is also suggested that these devices may help with comprehension skills and build reader response skills. Educators must realize that reading does not just include what has been traditionally recognized as text. Words written in books, magazines, and newspapers do not begin to encompass what we now must accept as text. Larson (2010) argues that: Today, text is professed as much more than written words and images. Students are using various media to compose and exchange ideas and messages. Many times it is a combination of media, which is used to express these thoughts, educators should understand that these types of media have changed literacy. E-books provide students with an opportunity to interact with text on more than one level. Animation, sound, and text are joined to create an interactive experience.
Some researchers felt that the multimodal exposure is a distraction and students who struggle with comprehension may find it difficult to make sense of the material. However, Larson (2010) noted a study conducted in 1996 by Glasgow, which indicted that reading motivation appears higher after children interact with multimodal text, especially among children with reading difficulties. Larson’s article evaluated a study conducted in a second grade classroom where students were taught how to use the features of an Amazon Kindle. Students learned how to take digital notes and how to use the tool’ s built in dictionary. These students were observed using these features to search for meanings and clarification of concepts while reading. The parents of these students revealed notable changes in reading dispositions and personas (Larson, 2010). It was reported that students expressed excitement about reading after interacting with the Kindle. Larson also provided a plan of action for teachers interested in using electronic reading devices in their classrooms.
Judson, E. (2010). Improving technology literacy: does it open
doors to traditional content?. Educational Technology Research and Development, 58(3), 271-284. Doi: 10.1007/s11423-009-9135-8
Improving technology literacy: does it open doors to traditional content, analyzes if students enhanced technology skills positively influenced academic performance across other content areas.
Means, B. (2010). Technology and education change: focus on
student learning. Journal of Research on Technology in Education, 42(3), 285-307. Retrieved October 12, 2010, from http://www.eric.ed.gov/PDFS/EJ882507.pdf
Technology and Education Change: Focus on Student Learning examined how reading and math software implementation impacted the academic performance of below average students.
Sutherland-Smith, W. (2002). Weaving the literacy web: changes
in reading from page to screen. The Reading Teacher, 55(7),
662-669. Retrieved October 10, 2010, from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=10
&hid=10&sid=a41a9f59-a639-43e2-b35e
6069712c3edc%40sessionmgr10
Weaving the Literacy Web examined the need to teach students new reading strategies to help them decode meaning from digital text versus the skills needed to decode meaning from written text.
