國立虎尾科技大學 |

Integrating digital literacy and traditional print text : = A focus on struggling readers during guided reading.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Integrating digital literacy and traditional print text :/
其他題名:	A focus on struggling readers during guided reading.
作者:	Heckman-Hughes, Andrea.
面頁冊數:	1 online resource (266 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.
標題:	Reading instruction. -
電子資源:	click for full text (PQDT)
ISBN:	9781369484854

Integrating digital literacy and traditional print text : = A focus on struggling readers during guided reading.
Heckman-Hughes, Andrea.

Integrating digital literacy and traditional print text :A focus on struggling readers during guided reading. - 1 online resource (266 pages)

Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.

Thesis (Ph.D.)--University of Missouri - Saint Louis, 2016.

Includes bibliographical references

This action research examines how digital literacies can be integrated into guided reading groups with struggling readers. It looks closely at the way a well-planned text set, both digital and print, can support struggling readers in their literacy learning. Using critical discourse analysis (CDA) and multimodal analysis, I analyzed observations, interviews, and documents to understand how struggling readers engaged with both digital and print texts, transliteracy skills, as well as with each other. Findings revealed that the support of a text set, both teacher and student driven, supported student engagement, comprehension, and development of transliteracy skills. With teacher support, students were able to move beyond the digital screen to engagement through discussion. Analysis showed that with time, modeling, and use of multiple texts, a sense of agency and identity was built within each struggling reader. An emerging model is presented to show the ways in which teachers can integrate digital literacies into guided reading and how over time students can build transliteracy skills that support critical thinking and deeper discussion.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369484854Subjects--Topical Terms:

1148440
Reading instruction.
Index Terms--Genre/Form:

554714
Electronic books.

Integrating digital literacy and traditional print text : = A focus on struggling readers during guided reading.
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500 $a Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.
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504 $a Includes bibliographical references
520 $a This action research examines how digital literacies can be integrated into guided reading groups with struggling readers. It looks closely at the way a well-planned text set, both digital and print, can support struggling readers in their literacy learning. Using critical discourse analysis (CDA) and multimodal analysis, I analyzed observations, interviews, and documents to understand how struggling readers engaged with both digital and print texts, transliteracy skills, as well as with each other. Findings revealed that the support of a text set, both teacher and student driven, supported student engagement, comprehension, and development of transliteracy skills. With teacher support, students were able to move beyond the digital screen to engagement through discussion. Analysis showed that with time, modeling, and use of multiple texts, a sense of agency and identity was built within each struggling reader. An emerging model is presented to show the ways in which teachers can integrate digital literacies into guided reading and how over time students can build transliteracy skills that support critical thinking and deeper discussion.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
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