Digital Reading Programs: Definitions, Analytic Tools and Practice Examples

2019 ◽  
pp. 135-156
Author(s):  
Jeremy Brueck ◽  
Lisa A. Lenhart ◽  
Kathleen A. Roskos
Keyword(s):  
Reading Programs ◽  
Digital Reading

Descriptive Observations of Tool Functionality and Application for Assessing Digital Reading Program Quality

2019 ◽  
Vol 18 (2) ◽  
pp. 174-189
Author(s):  
Kathleen Roskos ◽  
Laura Northrop ◽  
Jeremy Brueck ◽  
Lisa Lenhart ◽  
Michelle Evans
Keyword(s):  
Research Work ◽  
Reading Program ◽  
Reading Programs ◽  
Digital Reading ◽  
Reading Practice ◽  
Digital Books ◽  
Access To Books ◽  
Digital Book ◽  
Analytical Tools

Access to books for students' independent reading practice is undergoing a profound shift from print to digital books in cloud-based digital reading programs. Tools for assessing the qualities of these programs as curriculum products are limited. This study describes a set of analytical tools for reviewing digital reading program software and investigates the learning management system (LMS) qualities of six commercial digital reading programs using these tools. Results examine tool functionality qualitatively and describe the product qualities of programs at platform, dashboard, digital book, and screen page levels. Descriptive observations highlight the need for cross-disciplinary and collaborative research work to improve analytical tool design. Overall product quality of the programs was in the average range.

A Comparison of Reading Programs for LD Students

2008 ◽  
Author(s):  
Aaron Richmond ◽  
Suzanne Aberasturi
Keyword(s):  
Reading Programs

Variability in Age and Experience among Blind Students Using Basal Reading Materials

1980 ◽  
Vol 74 (4) ◽  
pp. 147-150
Author(s):  
Hilda Caton ◽  
Earl Rankin
Keyword(s):  
Grade Level ◽  
Reading Programs ◽  
Chronological Age ◽  
Basal Reading ◽  
Basal Reader ◽  
Significant Variability ◽  
Grade Levels ◽  
Reading Materials ◽  
Blind Children ◽  
Blind Students

This study was designed to identify various problems encountered by children who read braille and use conventional basal reading programs transcribed into that medium. It was hoped that this information could be used to improve methods of teaching blind children to read and to help design more suitable reading materials for them. The results showed educationally significant variability in chronological age, years in school and grade level for blind children using basal reader materials designed for sighted readers at specific grade levels.

A Rainbow For Reading: A Mixed-Methods Exploratory Study On Drag Queen Reading Programs

2021 ◽  
pp. 1-18
Author(s):  
Brie Radis ◽  
Katharine Wenocur ◽  
Jeffrey Jin ◽  
Colleen Keeler
Keyword(s):  
Mixed Methods ◽  
Exploratory Study ◽  
Reading Programs ◽  
Drag Queen

Providing Effective Leadership For Reading Programs

1984 ◽  
Vol 68 (468) ◽  
pp. 64-68 ◽  
Author(s):  
John N. Mangieri ◽  
David R. Mcwilliams
Keyword(s):  
Effective Leadership ◽  
Reading Programs

Reading in the age of digital distraction

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ziming Liu
Keyword(s):  
College Students ◽  
Design Methodology ◽  
Female Students ◽  
Digital Content ◽  
Future Research ◽  
Common Phenomenon ◽  
Digital Environment ◽  
Digital Reading ◽  
Content Type ◽  
Screen Reading

PurposeDigital distraction is a common phenomenon in e-reading contexts, and it is worth exploring in depth from the perspectives of information (digital content), users (readers) and technology (digital reading medium). Since screen reading has close links with multitasking and potential distraction, any investigation of reading in the digital environment must factor in this reality. This paper aims to investigate the extent and effects of digital distraction while reading on screens. Special emphases go to exploring multitasking while reading.Design/methodology/approachSurvey and analysis methods are employed.FindingsThe extent of digital distraction among college students it found is alarming. All the top four sources of distraction are communication-based activities. Female students tend to concentrate more than males when they read on screens. An overwhelming majority of participants choose to read in print to reduce distractions and to concentrate effectively. Screen reading is inherently distracting, primarily due to multitasking. It appears that repeated multitasking during academic endeavors carries substantial costs.Originality/valueImplications of digital distraction are discussed, and directions of future research are suggested.

Digital reading and gender inequality in higher education

2021 ◽  
pp. 1-15
Author(s):  
Axel Kuhn ◽  
Ute Schneider ◽  
Annika Schwabe
Keyword(s):  
Higher Education ◽  
Gender Inequality ◽  
Digital Reading ◽  
And Gender
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