READING REVIEW: TECHNOLOGY INTEGRATION IN GUIDED READING
Hello Everyone,
Welcome back! It’s Sunday afternoon and I am just now recovering from the crazy week
with my tiny humans. I don’t know what happened this past week but the kids’ behaviour
was right back to where it was in September (which is a place I was hoping we would never
have to venture again)! Oh well, tomorrow is new day and a fresh start to the week.
with my tiny humans. I don’t know what happened this past week but the kids’ behaviour
was right back to where it was in September (which is a place I was hoping we would never
have to venture again)! Oh well, tomorrow is new day and a fresh start to the week.
In my last post I was toying around with idea of using technology to enhance Guided Reading and
Literacy Instruction in the 21st century classroom, particularly in the early primary context. Over the
past week I have perused and collected a number of resources to continue this inquiry:
Literacy Instruction in the 21st century classroom, particularly in the early primary context. Over the
past week I have perused and collected a number of resources to continue this inquiry:
Baker, Elizabeth (Betsy) A. “Apps, IPads, and Literacy: Examining the Feasibility of Speech Recognition
in a First‐Grade Classroom.” Reading Research Quarterly, vol. 52, no. 3, 2017, pp. 291–310.,
doi:10.1002/rrq.170. Link
in a First‐Grade Classroom.” Reading Research Quarterly, vol. 52, no. 3, 2017, pp. 291–310.,
doi:10.1002/rrq.170. Link
Bates, Celeste C., et al. “E‐Books and E‐Book Apps: Considerations for Beginning Readers.”
The Reading Teacher, vol. 70, no. 4, 2017, pp. 401–411., doi:10.1002/trtr.1543. Link
Biancarosa, Gina, and Gina G. Griffiths. “Technology Tools to Support Reading in the Digital Age.”
The Future of Children, vol. 22, no. 2, 2012, pp. 139–160., doi:10.1353/foc.2012.0014. Link
The Future of Children, vol. 22, no. 2, 2012, pp. 139–160., doi:10.1353/foc.2012.0014. Link
Ciampa, Katia. “Electronic Storybooks: A Constructivist Approach to Improving Reading Motivation in
Grade 1 Students.” Canadian Journal of Education / Revue Canadienne De L'éducation, vol. 35,
no. 4, 2012, pp. 92–136. Link
Grade 1 Students.” Canadian Journal of Education / Revue Canadienne De L'éducation, vol. 35,
no. 4, 2012, pp. 92–136. Link
Ciampa, Katia. “Implementing a Digital Reading and Writing Workshop Model for Content Literacy
Instruction in an Urban Elementary (K–8) School.” The Reading Teacher, vol. 70, no. 3, 2016,
pp. 295–306., doi:10.1002/trtr.1514. Link
Instruction in an Urban Elementary (K–8) School.” The Reading Teacher, vol. 70, no. 3, 2016,
pp. 295–306., doi:10.1002/trtr.1514. Link
De Jong, Maria T., and Adriana G. Bus. “The Efficacy of Electronic Books in Fostering Kindergarten
Children's Emergent Story Understanding. Reading Research Quarterly, vol. 39, no. 4, 2004,
pp. 378–393., doi:10.1598/RRQ.39.4.2. Link
Children's Emergent Story Understanding. Reading Research Quarterly, vol. 39, no. 4, 2004,
pp. 378–393., doi:10.1598/RRQ.39.4.2. Link
D’Agostino, Jerome V., et al. “Introducing an IPad App into Literacy Instruction for Struggling Readers:
Teacher Perceptions and Student Outcomes.” Journal of Early Childhood Literacy, vol. 16, no. 4,
2016, pp. 522–548., doi:10.1177/1468798415616853. Link
Labbo, Linda D. “From Morning Message to Digital Morning Message: Moving From the Tried and
True to the New.” The Reading Teacher, vol. 58, no. 8, 2005, pp. 782–785., doi:10.1598/RT.58.8.9. Link
Merchant, Guy. “Keep Taking the Tablets : IPads, Story Apps and Early Literacy.” Australian Journal
of Language and Literacy, The, vol. 38, no. 1, 2015, pp. 3–11. Link
of Language and Literacy, The, vol. 38, no. 1, 2015, pp. 3–11. Link
Möller, Karla J. “Apps in Literature-Based Classroom Instruction: Integrating Reading and Response
Through Traditional and Digital Media.” Journal of Children's Literature, vol. 41, no. 1, 2015, p. 54. Link
Through Traditional and Digital Media.” Journal of Children's Literature, vol. 41, no. 1, 2015, p. 54. Link
Neumann, Michelle M., and David L. Neumann. “Touch Screen Tablets and Emergent Literacy.”
Early Childhood Education Journal, vol. 42, no. 4, 2014, pp. 231–239., doi:10.1007/
s10643-013-0608-3. Link
Early Childhood Education Journal, vol. 42, no. 4, 2014, pp. 231–239., doi:10.1007/
s10643-013-0608-3. Link
Northrop, Laura, and Erin Killeen. “A FRAMEWORK FOR USING IPADS TO BUILD EARLY
LITERACY SKILLS.” The Reading Teacher, vol. 66, no. 7, 2013, pp. 531–537.,
doi:10.1002/TRTR.1155.Link
LITERACY SKILLS.” The Reading Teacher, vol. 66, no. 7, 2013, pp. 531–537.,
doi:10.1002/TRTR.1155.Link
Salyer, David. “READING THE WEB: Internet Guided Reading With Young Children.” The Reading
Teacher, vol. 69, no. 1, 2015, pp. 35–39., doi:10.1002/trtr.1380. Link
Teacher, vol. 69, no. 1, 2015, pp. 35–39., doi:10.1002/trtr.1380. Link
Simpson, Alyson. “Integrating Technology with Literacy: Using Teacher-Guided Collaborative Online
Learning to Encourage Critical Thinking.” Research in Learning Technology, vol. 18,
no. 2, 2010, doi:10.3402/rlt.v18i2.10757. Link
Learning to Encourage Critical Thinking.” Research in Learning Technology, vol. 18,
no. 2, 2010, doi:10.3402/rlt.v18i2.10757. Link
Solvie, Pamela A. “The Digital Whiteboard: A Tool in Early Literacy Instruction.” The Reading
Teacher, vol. 57, no. 5, 2004, pp. 484–487., Link
Of the 15 resources I have selected, I narrowed down the list to the following 3 resources which stood
out to me due to their applicability to Guided Reading in the classroom:
E‐Books and E‐Book Apps: Considerations for Beginning Readers by Celeste Bates, Adria Klein
Barbara Schubert Lea McGee Nancy Anderson Linda Dorn Erin McClure, and Rachael Huber Ross
out to me due to their applicability to Guided Reading in the classroom:
E‐Books and E‐Book Apps: Considerations for Beginning Readers by Celeste Bates, Adria Klein
Barbara Schubert Lea McGee Nancy Anderson Linda Dorn Erin McClure, and Rachael Huber Ross
This article focuses on the emergent readers and the ways in which e-books and apps affect the
reading behaviour of children in the early years. The study highlights these reading behaviours
during both independent and guided reading. The article starts with a few key questions which
grabbed my attention:
What types of devices are available at your school? How many devices are available?
Do the available devices have the ability and the capacity to run e‐book apps? (iPads, laptops,
computers. Yes.)
Think through some of the potential management challenges of using e‐books for guided
and independent reading. Generate possible solutions and/or considerations to minimize
these challenges. (Challenge: children off task, Solution: Check student progress at the
end of the tech period)
Reflect on how you are currently selecting texts for guided and independent reading practice.
How might the use of e‐books alter your method of selecting texts? (Right now I am selecting
books from our school’s Guided Reading cupboard but they are outdated and do not
actually speak to the children’s reading level. With e-books I could find material that is
more engaging and specific to individual ability.)
reading behaviour of children in the early years. The study highlights these reading behaviours
during both independent and guided reading. The article starts with a few key questions which
grabbed my attention:
What types of devices are available at your school? How many devices are available?
Do the available devices have the ability and the capacity to run e‐book apps? (iPads, laptops,
computers. Yes.)
Think through some of the potential management challenges of using e‐books for guided
and independent reading. Generate possible solutions and/or considerations to minimize
these challenges. (Challenge: children off task, Solution: Check student progress at the
end of the tech period)
Reflect on how you are currently selecting texts for guided and independent reading practice.
How might the use of e‐books alter your method of selecting texts? (Right now I am selecting
books from our school’s Guided Reading cupboard but they are outdated and do not
actually speak to the children’s reading level. With e-books I could find material that is
more engaging and specific to individual ability.)
The article goes on to discuss and analyze e-books and e-book apps such as Who Can Read?,
Raz-Kids, PM eCollection, and Unite for Literacy in depth through the use of comparison charts.
I find these charts extremely helpful because they organize the information in a way that makes it
easy to compare and contrast various apps. This section was particularly interesting to me because,
as I mentioned in my last post, I currently use Raz-Kids as part of my Guided Reading program.
Raz-Kids, PM eCollection, and Unite for Literacy in depth through the use of comparison charts.
I find these charts extremely helpful because they organize the information in a way that makes it
easy to compare and contrast various apps. This section was particularly interesting to me because,
as I mentioned in my last post, I currently use Raz-Kids as part of my Guided Reading program.
Overall, the article suggests that e-books are an excellent way to engage emergent readers due to the
amount and variety of books available. The accessibility of the e-books through technology devices
helps to bridge the gap between home and school for young readers.
Apps in Literature-Based Classroom Instruction: Integrating Reading and Response
Through Traditional and Digital Media by Karla Moller
amount and variety of books available. The accessibility of the e-books through technology devices
helps to bridge the gap between home and school for young readers.
Apps in Literature-Based Classroom Instruction: Integrating Reading and Response
Through Traditional and Digital Media by Karla Moller
This next article also provides examples of apps that can be used for literacy instruction in the primary
grades including Audioboom, Kidblog, and Educreations. The study follows a Grade 1 class which uses
the apps to enhance their literary endeavours. Moller suggests browsing the American Library
Association’s Best Apps for Teaching & Learning webpage. Much like Bates et. al., Moller (2015)
highlights the role that technology plays in bridging the home-school connection and addressing
“the rich diversity of multiple dialects and languages as well as reading styles in the classroom, enhancing
students’ access to and appreciation of diversity” (p.55). However, Moller (2015) also adds another
layer of value that technology can bring to literacy education, “Talking about books is an essential
component of a literature-focused classroom. Blogging about books adds a new digital dimension” (p.56).
The apps and the ways in which they were implemented in the Grade 1 classroom gives me some new
ideas about how to approach Guided Reading with technology for my Grade 2 students.
READING THE WEB: Internet Guided Reading With Young Children by David Salyer
grades including Audioboom, Kidblog, and Educreations. The study follows a Grade 1 class which uses
the apps to enhance their literary endeavours. Moller suggests browsing the American Library
Association’s Best Apps for Teaching & Learning webpage. Much like Bates et. al., Moller (2015)
highlights the role that technology plays in bridging the home-school connection and addressing
“the rich diversity of multiple dialects and languages as well as reading styles in the classroom, enhancing
students’ access to and appreciation of diversity” (p.55). However, Moller (2015) also adds another
layer of value that technology can bring to literacy education, “Talking about books is an essential
component of a literature-focused classroom. Blogging about books adds a new digital dimension” (p.56).
The apps and the ways in which they were implemented in the Grade 1 classroom gives me some new
ideas about how to approach Guided Reading with technology for my Grade 2 students.
READING THE WEB: Internet Guided Reading With Young Children by David Salyer
The last article discusses using online search engines to facilitate Guided Reading which is
something I had not considered before. Salyer suggests that teachers use small-group instructional
time to search students’ expressed interests (I sense a common theme here) on the internet using KidRex,
a search engine specifically designed for children. This activity not only speaks to traditional literacy but
also can address online safety, critical thinking, and digital literacy. The only caveat is that information
online is not leveled for emergent readers. However, images, videos, and linked vocabulary can provide
context for children investigating their inquiries. Salyer compares online versus offline Guided Reading
with the following table:
something I had not considered before. Salyer suggests that teachers use small-group instructional
time to search students’ expressed interests (I sense a common theme here) on the internet using KidRex,
a search engine specifically designed for children. This activity not only speaks to traditional literacy but
also can address online safety, critical thinking, and digital literacy. The only caveat is that information
online is not leveled for emergent readers. However, images, videos, and linked vocabulary can provide
context for children investigating their inquiries. Salyer compares online versus offline Guided Reading
with the following table:
I love the idea of allowing students choice in the content of their Guided Reading so KidRex is very
appealing to me. I will need to think more about how to make sure that the reading level is scaffolded
for my students.
appealing to me. I will need to think more about how to make sure that the reading level is scaffolded
for my students.
Thanks for reading! I’m looking forward to reading more in depth about how to effectively integrate
technology into my Guided Reading program and sharing my findings with you!
technology into my Guided Reading program and sharing my findings with you!
Take care,
Miss P.💕
References
Bates, Celeste C., et al. “E‐Books and E‐Book Apps: Considerations for Beginning Readers.” The
Möller, Karla J. “Apps in Literature-Based Classroom Instruction: Integrating Reading and Response
Through Traditional and Digital Media.” Journal of Children's Literature, vol. 41, no. 1,
2015, p. 54. Link
2015, p. 54. Link
Salyer, David. “READING THE WEB: Internet Guided Reading With Young Children.” The
I appreciate the narrative structure of your post. It helps the reader understand your thinking and learning. You have curated and annotated a good list of sources to help you answer your inquiry questions. The images you have included from the articles further enhance your discussion. In terms of further research, non-traditional sources (blogs, videos, websites) would be useful.
ReplyDelete