International Journal of Applied Science and Technology

ISSN 2221-0997 (Print), 2221-1004 (Online) 10.30845/ijast

Reluctant Readers in Middle School: Successful Engagement with Text Using the E-Reader
Twyla Miranda, Dara Williams-Rossi, Kary A. Johnson, Nancy McKenzie

Abstract
Attitudes and response to text using e-books read on e-readers by reluctant middle school students were studied at an urban middle school in Texas. 199 students in the middle school’s reading improvement classes were given approximately 15-25 minutes during their reading improvement class period to read high interest chapter books and stories on the Amazon Kindle® reader. Satisfaction with the Kindle® e-reader program was rated highly by the 199 students and their two teachers. A random sample of students (n=26) provided data for pre- and post-treatment assessment in self-concept and value of reading. Significant increases were found for boys on one variable - the value of reading. Implementation challenges regarding district permissions and access to Internet, ordering, uploading book material and procedures for e-reader classroom use in middle school are discussed as well. Extending the study in length is planned for further investigation.

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