The impact on independent reading attitude and motivation
With such young students, and short attention spans, I am left wondering if true reading is being done when my students are left to their own devices. I then wondered how to best hold them accountable for their reading. Over the few years I have taught, there has not been a consistent way to accomplish this goal. We have tried monthly logs, weekly logs with specific, skill-driven questions, reading programs (6 Flags, Pizza Hut, etc.) to no avail. Through my beginning research I have found many positive responses to digital accountability. This makes me wonder if I were to implement different modes of digital accountability, would my students' motivation and attitude toward independent readings change? Would it encourage students to truly read when I am not sitting next to them or asking them questions? Would this promote more independent reading in the home? How would this, then, influence growth in the classroom?
This study will focus on the implementation of Edmodo as a way to respond and discuss reading in primary classrooms. The control group will utilize traditional forms of response (i.e. reading logs, written responses). Assessment of student attitude will be collected pre and post experiment to determine Edmodo's effect.
Review of Literature
- Taylor, Frye and Maruyama (1990): Independent reading in the classroom has a significant, positive impact on reading achievement
- Clausen-Grace and Kelley (2006): R5 Reading structure was implemented and proved to increase attitude and motivation in students
- Reinking (1996): Digital tool introduced to students as form of reading response and students' attitude and motivation improved
- Swanson and Legutko (2008): Wiki was implemented in a 3rd grade classroom and students preferred this method of communication over the previous hand-written response cards