Wright, S., Fugett, A., & Caputa, F. (2013). Using E-readers and Internet Resources to Support Comprehension. Educational Technology & Society, 16 (1), 367–379.
The advancements of technology have led to the use of electronic reading systems for digital text. Research indicates similarities and differences in reading performance and comprehension in digital formats compared to paper formats. This study compared vocabulary understanding and reading comprehension scores from two reading sources (electronic story book and paper-based book). This study also evaluated the use of reading resources available (dictionary, thesaurus, word pronunciation) between the two reading methods. The results of this study conclude that although vocabulary and reading comprehension is consistent between the two reading methods, students are more likely to utilize reading resources when engaged with digital text. This article supports that comprehension of written materials remains unchanged for students regardless of presentation method (print versus digital).
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Ihmeideh, Fathi (2010) The role of computer technology in teaching reading and writing: preschool teachers’ beliefs and practices, Journal of Research in Childhood Education, Jan-March, 2010 Source Volume: 24 Source Issue: 1
This study investigated preschool teachers’ beliefs and practices regarding the use of computer technology in teaching reading and writing in Jordan. The researcher developed a questionnaire consisting of two scales–Teachers’ Beliefs Scale (TB Scale) and Teachers’ Practices Scale (TP Scale)–to examine the role of computer technology in teaching reading and writing to preschoolers. A random sample of 154 preschool teachers participated in the study by completing the questionnaire; 12 teachers were later interviewed. Results indicated that the preschool teachers’ beliefs about the use of computer technology were aligned with their perceptions of their teaching practices, although teachers’ beliefs and their perceptions of their practices were fairly moderate. The results also revealed significant differences between kindergartens in favor of public kindergartens, and the training programs in favor of trained teachers, whereas there was no difference due to area of certification. Directions for further research and recommendations for policy and practice are discussed.
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