Plugged and Unplugged Reading: Studying the Preferences of Readers

Autor/in	McVicker, Claudia J.
Titel	Plugged and Unplugged Reading: Studying the Preferences of Readers
Quelle	In: Reading Teacher, 72 (2019) 6, S.731-740 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.1791
Schlagwörter	Reading Instruction; Teaching Methods; Technology Uses in Education; Handheld Devices; Electronic Publishing; Books; Elementary School Students; Grade 4; Preferences; Reading Attitudes; Reading Motivation + Suchen Sie Ihr Suchwort? Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Elektronisches Publizieren; Book; Buch; Monographie; Monografie; School year 04; 4. Schuljahr; Schuljahr 04; Reading behavior; Rading behaviour; Leseverhalten; Lesemotivation
Abstract	The iPad has risen to become the preferred affordable device for classroom instruction and reading. Although multiple studies have been conducted on reading instruction and efficacy using iPads, little empirical research currently has supported the iPad as a preferential choice by readers. Therefore, in this study, the author aimed to investigate the preferences of readers using e-books or t-books (traditional print books). In this qualitative case study, 98 fourth graders read three books in one of two formats: one as a t-book, one as an iPad e-book, and one as the reader's choice of t-book or e-book. Triangulated data were collected from an iPad usage questionnaire, a reading attitude survey, and focus group discussion transcripts. The results of the study indicate that readers have distinct preferences if provided a choice. Teachers should provide time for both plugged and unplugged reading daily. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01