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Technology Use for Literacy Development in Children with Reading Disabilities.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Technology Use for Literacy Development in Children with Reading Disabilities./
Author:	Rubin-Wilson, La'Shon Danette.
Description:	1 online resource (116 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-08, Section: A.
Contained By:	Dissertations Abstracts International84-08A.
Subject:	Educational technology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30248054click for full text (PQDT)
ISBN:	9798368479521

Technology Use for Literacy Development in Children with Reading Disabilities.
Rubin-Wilson, La'Shon Danette.

Technology Use for Literacy Development in Children with Reading Disabilities. - 1 online resource (116 pages)

Source: Dissertations Abstracts International, Volume: 84-08, Section: A.

Thesis (Ed.D.)--Northcentral University, 2022.

Includes bibliographical references

Children's literacy is critical to their future academic and social success. Children who learn to read well can structure sentences and understand how to use words. A child's reading skills are important to their success in school and society. By having communication and language skills, children who read develop a broader vocabulary and score better on standardized tests. The use of technology in school classrooms is a way to provide support and enhance learning for students with reading disabilities. Teachers can use technology as a part of their classroom instruction as a tool to assist students in areas where they are not as strong. Effectively using digital tools allows teachers to engage their students, which in turn, helps to increase student's retention of information. The purpose of this qualitative phenomenological study is to explore K-1 teachers' perceptions regarding technology that supports literacy development for children with reading disabilities or delays, as well as the influence of these technologies upon reading comprehension and low-test scores. For this purpose, a qualitative methodology as it was ideal for exploring the perceptions and lived experiences of participants. Participants shared their experiences with literacy development, technology to support literacy development and technology to support reading comprehension. Several themes arose from these interviews and shared experiences. The use of technological software, tools, and activities enabled the educators to efficiently instruct their students, provide tailored teaching instruction, monitor student progress, cultivate confidence and motivation, and helped students achieve their target test scores.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798368479521Subjects--Topical Terms:

517670
Educational technology.
Subjects--Index Terms:

Assistive technologyIndex Terms--Genre/Form:

542853
Electronic books.

Technology Use for Literacy Development in Children with Reading Disabilities.
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500 $a Source: Dissertations Abstracts International, Volume: 84-08, Section: A.
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502 $a Thesis (Ed.D.)--Northcentral University, 2022.
504 $a Includes bibliographical references
520 $a Children's literacy is critical to their future academic and social success. Children who learn to read well can structure sentences and understand how to use words. A child's reading skills are important to their success in school and society. By having communication and language skills, children who read develop a broader vocabulary and score better on standardized tests. The use of technology in school classrooms is a way to provide support and enhance learning for students with reading disabilities. Teachers can use technology as a part of their classroom instruction as a tool to assist students in areas where they are not as strong. Effectively using digital tools allows teachers to engage their students, which in turn, helps to increase student's retention of information. The purpose of this qualitative phenomenological study is to explore K-1 teachers' perceptions regarding technology that supports literacy development for children with reading disabilities or delays, as well as the influence of these technologies upon reading comprehension and low-test scores. For this purpose, a qualitative methodology as it was ideal for exploring the perceptions and lived experiences of participants. Participants shared their experiences with literacy development, technology to support literacy development and technology to support reading comprehension. Several themes arose from these interviews and shared experiences. The use of technological software, tools, and activities enabled the educators to efficiently instruct their students, provide tailored teaching instruction, monitor student progress, cultivate confidence and motivation, and helped students achieve their target test scores.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Educational technology. $3 517670
650 4 $a Disability studies. $3 543687
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653 $a Literacy development
653 $a Reading delay
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773 0 $t Dissertations Abstracts International $g 84-08A.
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