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

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Integrating digital literacy and traditional print text :/
Reminder of title:	A focus on struggling readers during guided reading.
Author:	Heckman-Hughes, Andrea.
Description:	1 online resource (266 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.
Subject:	Reading instruction. -
Online resource:	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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100 1 $a Heckman-Hughes, Andrea. $3 1187385
245 1 0 $a Integrating digital literacy and traditional print text : $b A focus on struggling readers during guided reading.
264 0 $c 2016
300 $a 1 online resource (266 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.
500 $a Adviser: Rebecca Rogers.
502 $a Thesis (Ph.D.)--University of Missouri - Saint Louis, 2016.
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
650 4 $a Reading instruction. $3 1148440
650 4 $a Teacher education. $3 1148451
655 7 $a Electronic books. $2 local $3 554714
690 $a 0535
690 $a 0530
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Missouri - Saint Louis. $b Education. $3 1184869
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