Promoting Reading Comprehension With the Use of Technology

• In Event: Literacy, Reading, and New Media

Abstract

The research presented here explores the impact of two web-based applications (an interactive, multimedia literacy software and a digital process portfolio) on early elementary students’ reading comprehension. Two studies were conducted during the 2010-2011 and the 2011-2012 school years, targeting 26 teachers from elementary schools (grades 1-2), and their students (n = 517) from six English school boards in Quebec, Canada. Analyses of covariance showed that students using both tools made significantly greater gains compared to controls in reading skills (p < 0.001) as assessed by GRADE (Group Reading Assessment and Diagnostic Evaluation) subscales of vocabulary and reading comprehension.

Authors

• Larysa V. Lysenko, Concordia University - Montreal

• Philip C. Abrami, Concordia University