Kindle II Project

Kindle II ProjectCaitie Fleckenstein, Leisel Martig, Brittany Pollack, Leah Ritter, Hope Schrott, Jess Stearns, Julia Trombetta

Advisors: Dr. Amy Camardese & Dr. Eileen Morelli1OverviewMiddle School in Northeastern OhioGrades 6-860 students with Individualized Education Plans (IEPs)30 without Kindles30 with KindlesAll with IEPs in reading comprehension and fluency2Research QuestionsWill 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?

3MethodologyAll students were to read 90 minutes per week / 720 minutes total12 week durationStudents logged reading minutesRead on the independent reading level based on results of the Jerry Johns Basic Reading InventoryProgress measured over time (4 probes)4Baseline TestingBasic Reading Inventory developed by Jerry L. Johns was given to each studentTo determine the starting point of the basic reading inventory teachers indicated a baseline reading levelThe test consisted of:A story read aloudTracked miscues10 comprehension questions 5

6Control Group(No Kindle Group)30 students Grades 6-8Students read books at their independent reading levelThe students read in self-contained settings during their resource timeStudents logged their reading minutes

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Control groupI liked being a part of something to see if we should still be reading books or kindlesBeing able to picture the story in my headExperimental Group(Kindle Group)30 studentsGrades 6-8Reading with Kindles in order to utilize its many features such as:DictionaryText to SpeechEnlarged PrintHighlightingRead books at students independent level on KindleStudents read in a self-contained setting during resource timeStudents logged reading minutes

Text-to speech, enlarged text, highlighting, dictionary9

Experimental groupWhen I didnt know it told me the definition and how to pronounce them. The Kindle also read to me.Pretty much nothing at all.Kindle II ProjectFindingsText-to speech, enlarged text, highlighting, dictionary11Results-Independent LevelKindle/No KindleMeanStandard DeviationKindleNo KindleTotal3.32263.24143.28331.557501.844981.68836KindleNo KindleTotal3.93554.06904.00001.982181.486391.74667KindleNo KindleTotal4.19354.10344.15001.904721.819441.84873KindleNo KindleTotal4.61294.62074.61672.728582.274292.4980812Results-Instructional LevelKindle/No KindleMeanStandard DeviationKindleNo KindleTotal4.29034.10344.20001.696932.257451.97269KindleNo KindleTotal5.03235.24145.13332.121071.661651.89975KindleNo KindleTotal5.29035.10345.20002.163232.225582.17692KindleNo KindleTotal5.35485.56905.45832.994982.691672.8303613Results-Frustration LevelKindle/No KindleMeanStandard DeviationKindleNo KindleTotal5.25815.03455.15001.879142.542252.20804KindleNo KindleTotal6.00006.68976.33332.394441.713462.10461KindleNo KindleTotal5.93556.13796.03332.379572.460032.40033KindleNo KindleTotal5.90326.34486.11673.187002.881913.0258314Kindle II ProjectAdditional Findings15Kindle II ProjectMinutes Read

Control Group (Non Kindle)Experimental Group (Kindle)16Comparison of Kindle Utilization

17Comparison of Kindle Utilization

18Comparison of Kindle Utilization

19Kindle II ProjectPre-AssessmentStudent Survey20Kindle II ProjectPre-Assessment Student Survey

21Kindle II ProjectPost-AssessmentStudent Survey22Kindle II ProjectPost-Assessment Student Survey

23Kindle II ProjectPre-AssessmentTeacher Survey24Kindle II Project

25Something to think about APPROPRIATE READING LEVEL REQUIRED READING TIME PROGRESS MONITORING MOTIVATION26IMPLICATIONSFINANCIAL CONSIDERATIONS FOR SCHOOLS27Kindle II ProjectConclusionsQuotes: It tricked me into reading

Pre-Service Teacher Learning Experiences:

Questions?28