1. The SMART Board and Software
Reading Programs: can it help
improve 4th
graders’ reading
comprehension skills?
Letty Vaca
and
Christina Matera
EDU 703.22 Spring 2009
2. Table of Contents
Abstract
Introduction
-Statement of the Problem
-Review of Related Literature
-Statement of the Hypotheses
Method
-Participants
-Instruments
-Experimental Design
-Procedure
Results
Discussion
Implications
References
Appendix (ces)
3. Introduction
• Technology: part of our everyday lives
• NCLB and the National Education Technology Plan (2004)
• Engages children
• Can be used to improve children’s reading skills
4. Statement of the Problem
A large percentage of the fourth graders’
reading scores in the State of New York are
still below the proficient reading level
(November, 2007). Integrating technology in
the classrooms to support or supplement
teachers’ literacy instruction can possibly
improve children’s reading skills.
5. Review of Related Literature
Four theorists that align with our action research project:
Howard Gardner
• People are intelligent in different ways
Maria Montessori
• Students are lifelong learners and problem solvers
Jean Piaget
• Children can construct their own knowledge
Lev Vytgosky
• Apprenticeship (guiding hand)
6. So how does Gardner, Montessori, Piaget and VytgotskySo how does Gardner, Montessori, Piaget and Vytgotsky
fit into our action research project?fit into our action research project?
Instructional methods that incorporate technology
improves (Learning Theory for Education and Training with
Technology, 2000):
• Reflective and metacognition abilities of learner are developed
as student seek to clarify, explain and justify their stand
• Motivation/engagement
• Positive attitudes toward the subject areas studied
• Promote greater competencies in critical thinking
• Higher achievement and greater productivity
• Interdependence
• self-esteem and appreciation of school
• Social and communication skills are developed
7. Review of Related Literature
• Interactive whiteboards can accommodate multiple learning types
(Basilicato, 2005; Wall, Higgins & Smith, 2005).
• Laptops can engage children in their learning process and enhance
their reading skills (Warchauer, 2007).
• Internet is another tool used for online activities (reading and
writing), research on subjects and build vocabulary (Schmar-
Dobler, 2003; Bromley, 2002).
• Web Quest engages students in information processing and
collaboration. “When Web Quests are literature based, books
become the focal point for reading-centered learning activities”
(Teclehaimanot & Lamb, 2004).
8. Review of Related Literature
CD-ROM Storybooks can increase and aid reading comprehension by
helping students focus more on understanding the meaning behind the text
and less on decoding. ((Matthew, 1997; Doty, Poppelwell & Byers, 2001;
Pearman, 2008; Pearman, 2008).
Digital Story telling teachers can integrate Digital Storytelling in their
lessons to “enhance and accelerate student comprehension” by using visual
images (Robin, 2008).
Video games can help activate “critical thinking skills and problem solving
skills based on prior knowledge, and even help make connections” (Gee,
2008).
Text to speech is a software program that reads the story out loud. It is
useful for struggling readers to listen to the words as they read the text.
9. Statement of Hypotheses
HR1
Integrating technology into literacy instruction can improve 4th
graders reading skills.
HR2
The absence of integrating technology into literacy instruction
can hinder 4th
graders from improving their reading skills.
10. Method
Participants
– 30 fourth graders (15 students from each class)
– One classroom- 95% African American & 5% Hispanic
– Second classroom- 60%- African American, 39% Hispanic, & 1%
Caucasian
– Lower to middle class
– Public elementary school located in the Bronx, N.Y.
Instruments
– SMART Board (Interactive whiteboard)
– Microsoft PowerPoint
– Surveys & pre and post questionnaires
– Self created Reader’s Workshop lesson plans on context clues
– Internet: online reading software programs on context clues
– Reading assessments: WRAP and running records
11. Experimental Design
- Static-Group Comparison
• Two groups:
- (X1) control group – no technology integrated in lesson
- (X2) experimental group – technology integrated in lesson
- (O) pretested with W.R.A.P, and then post-tested with multiple choice on
context clues, and T.C. running records
• One designated treatment group
(X2) experimental group – lesson plan, SMART Board, MS Power Point and
online software programs will be used to help students improve finding
context clues skill.
12. Procedure
Pre-phase of action research:
• Both groups assessed before the treatment using W.R.A.P.
• Both groups filled out a pre-questionnaire that had a five point Likert scale
Post-phase of action research:
• For four weeks, every Friday, both groups received instruction on how to
use context clues to figure out the meaning of unfamiliar words.
• Control group (X1) did not have technology implemented in the lesson plan
• Experimental group (X2) had technology implemented in the lesson plan
• Both groups were assessed again on their reading levels using the T.C.
running records.
• Both groups were given a multiple choice test on context clues.
• Then, both groups filled out a post-questionnaire that had a four point
Likert scale.
14. Chart on pre-questionnaire correlations
Matera’s Class
(Technology
integrated in the
classroom)
Software reading program
used in computer class to
practice reading
comprehension skills.
Understanding a lesson
better on PowerPoint.
Reading levels
Students finding
themselves more
engaged in an
assignment when it is
presented on the
SMART Board.
rxy = 0.594
rxy = 0.599
St. Marie’s Class
(No technology
integrated in the
classroom)
Software reading program
used computer class to
practice reading
comprehension skills.
Understanding a lesson
better on PowerPoint.
Reading levels
Students finding
themselves more
engaged in an
assignment when it is
presented on the
SMART Board.
rxy = 0.3438
rxy = 0.267
16. Chart on post-questionnaire correlations
Matera’s Class
(Technology integrated in
the lesson)
Students learning how to find
the main idea in a passage using
a software or online reading
program on the SMART Board.
Students understanding a
reading strategy when a
software or online reading
program and SMART Board is
integrated in the lesson.
Reading levels
Students finding it easy
to understand a lesson
on finding context clues
when a software or
online reading program
and SMART Board is
integrated in the lesson.
rxy= .541
rxy = .732
St. Marie’s Class
(Technology not
integrated in the lesson)
Students learning how to find
the main idea in a passage using
a software or online reading
program on the SMART Board.
Students understanding a
reading strategy when a
software or online reading
program and SMART Board is
integrated in the lesson.
Reading levels
Students finding it easy
to understand a lesson
on finding context clues
when a software or
online reading program
and SMART Board is
integrated in the lesson.
rxy= .025
rxy = .434
17. Table 1.
Mean and Standard Deviations of Multiple Choice Test on Context Clues
Standard
Group Mean deviation Sample size
Matera’s class 9.13 .640 15
St. Marie’s class 8.13 1.59 15
____________________________________________________________
18. Discussion
• Results reflects a correlation between implementing technology in reading lessons
and students’ reading levels in Mrs. Matera’s group.
• Mrs. Matera’s group scored higher on the multiple choice test than Mrs. St.
Marie’s group.
• Found that Mrs. Matera’s group was more engaged in the reading lesson when
technology was implemented, which had an affect in the group’s reading levels.
This confirms Wood and Ashfield (2008) study when they found that Interactive
Whiteboards can help improve and literacy instruction.
• Study showed that is can accommodate the different learning styles or
intelligences. It is a “multimodal approach to teaching literacy” (Shenton & Pagett,
2007).
• When using a SMART Board, it helps visual, auditory and kinesthetic learners,
increases students’ attention, helps activate critical and problem solving skills, and
encourages collaboration.
19. Implications
• Further research can be done by extending
the period of the study, and using other
software or online reading programs such as
LearningToday.com, an online reading
program that some schools use today.
• Further study can also be done on the effects
of integrating technology in other subjects
such as Math and Science, to see if it can help
students retain more of the information they
learn in Math and Science.
20. Threats to Internal Validity
•History
•Maturation
•Instrumentation
•Mortality
•Differential Selection of Subjects
21. Threats to External Validity
• Ecological Validity
• Specificity of Variables
• Multiple Treatments
• Treatment Diffusion
22. References (partial)
American Montessori Society. (1993, November). Position Statement Key Concepts and Practices. Retrieved September 25, 2008, Web site:
http://fac-staff.seattleu.edu/jcm/web/key_concepts.html
Baker, E.A. (2000, July). Instructional approaches used to integrate literacy and technology. Reading Online, 4(1). Retrieved September 29,
2008, from http://www.readingonline.org/articles/baker/
Balajthy, E. (2005, January/February). Text-to-speech software for helping struggling readers. Reading Online, 8(4). Retrieved October 30,
2008 from http://www.readingonline.org
Basilicato, Alfred. (2005, March). Interactive Whiteboards: Assistive Technology for Every Classroom. Retrieved September 20, 2008, from
Peter Li Education Group web site: http://www2.peterli.com/ts/resources/articles/archive.php?article_id=892
Brinker, Michelle. (2005, December 9). Technology in the Classroom: Cons of technology use. Retrieved November 1, 2008, from
http://www.jvkco.net/mrb/technology/cons
Bromley, K. (2002, July/August). Vocabulary learning online. Reading Online, 6(1). Retrieved October 27, 2008 from http://readingonline.org
Casey, J. (2001, October). Technology empowers reading and writing of young children. Reading Online, 5(3). Retrieved October 29, 2008
from http://www.readingonline.org
Constructivism Theorists. (n.d.). Retrieved September 25, 2008, Web site:
http://online.sfsu.edu/~foreman/itec800/finalprojects/eitankaplan/pages/theorists.htm
Cradler, J., McNabb, M., Freeman, M., & Burchett, R. (2002, May). How Does Technology Influence Student Learning? Learning & Leading with
Technology, 29(8), 46-49,56. Retrieved October 30, 2008, from caret.iste.org/caretadmin/news_documents/StudentLearning.pdf
Department of Education, W. (2004, January 1). Toward a New Golden Age in American Education: How the Internet, the Law, and Today's
Students are Revolutionizing Expectations. US Department of Education, (ERIC Document Reproduction Service No. ED484046)
Retrieved October 30, 2008, from ERIC database.
