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Enhancing Reading Comprehension and Fluency for Students with Disabilities Using Kindles

The Kindle II Project investigates the impact of e-readers on reading comprehension and fluency for middle school students with Individualized Education Plans (IEPs) in Northeastern Ohio. In a 12-week study, 60 students (30 using Kindles and 30 without) logged 90 minutes of reading weekly. The research aims to determine if Kindles improve literacy outcomes and explore the advantages of integrating technology into reading programs for students with disabilities. Findings will contribute to understanding effective strategies for enhancing literacy in special education.

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Enhancing Reading Comprehension and Fluency for Students with Disabilities Using Kindles

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  1. Kindle II Project Caitie Fleckenstein, Leisel Martig, Brittany Pollack, Leah Ritter, Hope Schrott, Jess Stearns, Julia Trombetta Advisors: Dr. Amy Camardese & Dr. Eileen Morelli

  2. Overview • Middle School in Northeastern Ohio • Grades 6-8 • 60 students with Individualized Education Plans (IEPs) • 30 without Kindles • 30 with Kindles • All with IEPs in reading comprehension and fluency

  3. Research Questions • Will the Kindle improve reading comprehension for students with disabilities? • Will the Kindle improve fluency for students with disabilities? • What are the benefits of incorporating e-readers into a reading program for students with disabilities?

  4. Methodology • All students were to read 90 minutes per week / 720 minutes total • 12 week duration • Students logged reading minutes • Read on the independent reading level based on results of the Jerry Johns Basic Reading Inventory • Progress measured over time (4 probes)

  5. Baseline Testing • Basic Reading Inventory developed by Jerry L. Johns was given to each student • To determine the starting point of the basic reading inventory teachers indicated a baseline reading level • The test consisted of: • A story read aloud • Tracked miscues • 10 comprehension questions

  6. Control Group(No Kindle Group) • 30 students • Grades 6-8 • Students read books at their independent reading level • The students read in self-contained settings during their resource time • Students logged their reading minutes

  7. Control group • “I liked being a part of something to see if we should still be reading books or kindles” • “Being able to picture the story in my head”

  8. Experimental Group(Kindle Group) • 30 students • Grades 6-8 • Reading with Kindles in order to utilize its many features such as: • Dictionary • Text to Speech • Enlarged Print • Highlighting • Read books at student’s independent level on Kindle • Students read in a self-contained setting during resource time • Students logged reading minutes

  9. Experimental group • “When I didn’t know it told me the definition and how to pronounce them. The Kindle also read to me.” • “Pretty much nothing at all.”

  10. Kindle II Project Findings

  11. Results-Independent Level

  12. Results-Instructional Level

  13. Results-Frustration Level

  14. Kindle II Project Additional Findings

  15. Kindle II Project Minutes Read Control Group (Non Kindle) Experimental Group (Kindle)

  16. Comparison of Kindle Utilization

  17. Comparison of Kindle Utilization

  18. Comparison of Kindle Utilization

  19. Kindle II Project Pre-Assessment Student Survey

  20. Kindle II ProjectPre-Assessment Student Survey

  21. Kindle II Project Post-Assessment Student Survey

  22. Kindle II ProjectPost-Assessment Student Survey

  23. Kindle II Project Pre-Assessment Teacher Survey

  24. Kindle II Project

  25. Something to think about APPROPRIATE READING LEVEL REQUIRED READING TIME PROGRESS MONITORING MOTIVATION

  26. IMPLICATIONS • FINANCIAL CONSIDERATIONS FOR SCHOOLS

  27. Kindle II ProjectConclusions • Quotes: “It tricked me into reading” • Pre-Service Teacher Learning Experiences: • Questions?

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