Date of Award

Spring 5-17-2019

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction

Department

Graduate Studies

Committee Chair

Brian Smith

Keywords

reading comprehension, digital text, print text

Abstract

This study explores the relationships between the use of digital and print text and it’s effect on fourth-grade student reading comprehension. The study uses weekly text dependent question quizzes to monitor student reading comprehension within ability groups. Another purpose of this study is to determine if students of different baseline reading abilities perform differently using digital or print text.

Thirty students from a small, public, Air Force Base school, were chosen for the study and participated within their reading groups using either digital or print resources. The results of this study showed that all students, regardless of baseline reading ability, scored better on comprehension tests when taught and tested in print form.

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