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Abstract
This study stemmed from a concern of the perceived decline in students' reading motivation after the early years of schooling. This research investigated the effectiveness of online eBooks on eight grade 1 students' reading motivation. Eight students were given ten 25-minute sessions with the software programs over 15 weeks. Qualitative data were collected from students, teachers, and parents through questionnaires, interviews, observations and field notes. The results suggest the promise of online reading software programs in supporting early readers who have reading, motivation, and/or behavioural difficulties.
Keywords: digital reading, early literacy, reading motivation, online, eBooks, constructivism.
Précis/Résumé
Cette étude découle d'une préoccupation de la diminution perçue de la motivation des élèves en lecture, après les premières années de scolarité. Cette recherche a étudié l'efficacité de livres électroniques en ligne sur la motivation lecture huitième année 1, les élèves. Huit étudiants ont donné dix séances de 25 minutes avec les logiciels de plus de 15 semaines. Les données qualitatives ont été recueillies auprès des élèves, des enseignants et des parents au moyen de questionnaires, d'entretiens, d'observations et de notes de terrain. Les résultats suggèrent la promesse de programmes en ligne de logiciels de lecture en appuyant les premiers lecteurs à la lecture, la motivation et / ou de troubles du comportement.
Learning to read proficiently in the primary grades is one of the cornerstones of academic achievement and the foundation for children's later success in school. Much of the research on young children's reading has focused on cognitive aspects such as word recognition and comprehension skills (Guthrie & Wigfield, 2000). Yet, because reading is such an effortful activity, motivation is a factor in whether children choose to devote their energy to such a task (Deci & Ryan, 1985). Motivation to read is both the essential element for actively engaging young children in the reading process and a strong predictor of later reading skills (Deci & Ryan, 1985), and goes beyond time spent reading. Rather, it is reflected in how children think about themselves as readers and how they think about the act of reading and associated language-based activities (Deci &
Ryan, 1985). Increasing reading competence is motivating for students, and increasing motivation leads to more engaged reading time (Guthrie & Wigfield, 2000). For students...