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E-Reader apps and reading engagement: A descriptive case study
ARTICLE

, University of North Carolina – Chapel Hill, United States ; , The Ohio State University, United States

Computers & Education Volume 125, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

E-readers are becoming a common tool in the classroom, yet little is known about how teachers and students are using these tools to support reading motivation and comprehension. Drawing on sociocultural theory and data collected from fourth-grade teachers and students, we find that teachers used e-readers to monitor student comprehension of assigned readings, but provided little motivational support. While this instructional approach helped students self-regulate their learning, it was disruptive to students' reading enjoyment and contributed to adverse learning behaviors. We situate these findings in rich contextual detail on teachers and students. Our findings shed light on affordances and constraints that teachers can experience when using e-readers for instruction.

Citation

Hashim, A.K. & Vongkulluksn, V.W. (2018). E-Reader apps and reading engagement: A descriptive case study. Computers & Education, 125(1), 358-375. Elsevier Ltd. Retrieved November 12, 2019 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2018.06.021

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