1. What Are the Effects of Using Technology in Reading Comprehension?

Technology helps students who have reading troubles when it comes to reading standard books. There are also many benefits of digital enhancement such as changing colors and fonts. Entrenching learning supports in content helps comprehension and building background examples; definitions, summaries, and key questions can be directly embedded to help with guide reading. Technology allows students to manipulate the text by copy and pasting.

The design included a number of survey questions with varying number of choices. Most of the questions required the surveyed person to decide on scales of 1-3 or 1-4. This will allow those taking the survey to find where they fit, but will not determine if certain parameters are a little above the middle or greatly above the middle like question 4a which states has increased or has decreased – we wont know by how much or how impressive it might be.

In this chapter, I will analyse the data according to the principles proposed, such as Likert’s scale. According to the data collected, I will come out with certain conclusions to predict the respondents’

This article was about using technology online for quizzes and homework to improve grades. It was detailed with scientific facts and content, which made it difficult to digest; however, it was informative and relevant to the area of

6. The absence of a control group is a crucial downfall. There is no comparison that can be done between the groups. The researchers could have at least included compared scores of a neighboring school for reference. Although this is a research article, the lack of a control group makes this not a true experimental

The disadvantage is that the participants may not accurately or honestly answer the questions for fear of having socially unacceptable attitudes.

Personal views on the survey nearing the end of the course were expected. The institution attempts

The data result in Table 3 shows that the mean of pre-test is 1.90 and the mean of post-test is 6.90. The difference of both tests is 5.0. The results show that the mean of post-test is higher than in pre-test. Based on both tests, the writer concludes that most of the students get higher score and phonemically aware. Some of the students are considered as displaying emerging phonemic awareness. So the students get better score in the post-test.

The Common Core State Standards place importance on the ability for students to understand and analyze key ideas in text. Students who have reading fluency are able to read text at a steady rate, summarize supporting details, and analyze different points of view. To assess a student’s fluency rate, teachers can measure WCPM, the words read correctly per minute in 2-3 grade-level passages. To assess reading comprehension, teachers can ask students to read and summarize short passages, then rate the student’s summary of the events and characters on a 7-point scale.

E). We did not manipulate his scale, instead we used it entirely to received results that would assist us in this project. We anticipated that this structure would stimulate our results to accept our hypothesis. The construct was a measure of thirty-six questions that was used to assess our variable in the survey. This consisted of a six-point Likert scale including: strongly agree to strongly disagree. When analyzing the data we had to reverse score them to remain consistent with our independent

This article discussed Strategic Reader, a technology-based system blending universal design for learning and curriculum based measurement in a digital learning environment to improve reading comprehension instruction. The experimental study evaluated the effectiveness of Strategic Reader using two treatment conditions - online and offline - for measuring progress. Using both quantitative and qualitative data analysis, strong evidence is found that students using the online tool experience significant growth in comprehension scores. The difference in score growth in the online versus offline conditions is especially large for students with learning disabilities. Only in the online progress monitoring condition do learning disabled students

These scores signify the low self-efficacy of the respondents when it comes to performing these actions. Reasons for this could be due to a lack of knowledge, or simply due to inexperience. Further education must be centered in these areas.

The methodology chosen for this study was quite appropriate. The study identified various technology tools that have positive impact on students learning particularly because these tools were design for this reason. The study is high in validity as the results of using the technology was positive. I am also of the view that the reliability of this results are very high as well for the same

Students having hard times in comprehending the thought of the text and what the author implies. It seems to be reading by words but not reading between the lines. It is important to know how comprehension plays an integral part in a manner of thinking and conceptualizing facts and ideas from the

This paper will bring together a framework containing the six major components of reading. While it is rather risky to diminish a multifaceted behavior such as reading into a small quantity of components, for the purposes of clarity and understanding, the framework is offered here as one way of manufacturing the major results of a vast number of empirical studies into the components of an effective reading program. Each of the following six components will be expanded and should provide key messages and strategies for classroom application.