The impact of eTextbook audio readings and digital projects on the reading comprehension of elementary students

Cynthia G Maddox, Pace University

Abstract

This study was conducted to determine whether the use of eTextbook audio readings in conjunction with digital projects had an impact on reading comprehension of elementary school students. The Student Opinion Scale (SOS) was used to assess if any motivational and engagement factors influenced reading performance. To capture before and after treatment achievement, this quasi-experimental study design used pretest and posttest scores. A modified Tech4Learning Claymation rubric was utilized to evaluate students’ digital display of their multimedia project.^ The findings of this study confirmed the significance of eTextbooks, digital projects, grade level, and motivation for impacting reading comprehension. In fact, a +4.38 delta gap widening of treatment groups’ posttest reading scores was observed. Students in lower elementary grades (3-4) earned higher posttest scores than did upper elementary graders (5-6)—77.56 versus 69.00, respectively. This eTextbook audio readings study results agreed with previous research observations that students in lower grades benefited more from this technology than did students in higher grades.^

Subject Area

Elementary education|Reading instruction|Educational technology

Recommended Citation

Cynthia G Maddox, "The impact of eTextbook audio readings and digital projects on the reading comprehension of elementary students" (January 1, 2013). ETD Collection for Pace University. Paper AAI3586279.
http://digitalcommons.pace.edu/dissertations/AAI3586279

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