UTILIZING SCRIBBLENAUTS TO INCREASE READING COMPREHENSION AND IMPROVE LITERACY SKILLS OF THIRD GRADE STUDENTS

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dc.access.optionOpen Access
dc.contributor.advisorReardon, R. Martin
dc.contributor.authorParker, Norris Darell
dc.contributor.departmentEducational Leadership
dc.creatorParker, Norris Darell
dc.date.accessioned2015-05-29T19:17:50Z
dc.date.available2015-05-29T19:17:50Z
dc.date.created2015-05
dc.date.issued2015-04-24
dc.date.submittedMay 2015
dc.date.updated2015-05-29T18:34:10Z
dc.degree.departmentEducational Leadership
dc.degree.disciplineEDD-Educational Leadership
dc.degree.grantorEast Carolina University
dc.degree.levelDoctoral
dc.degree.nameEdD
dc.description.abstractThe LEA’s problem of practice upon which this research was focused on improving academic achievement in the areas of reading comprehension, fluency and other literacy skills. In particular, the LEA is very concerned about third grade reading scores in the light of North Carolina legislation that implements a reading proficiency test to be taken by all third grade students. The focus of this research was to use "Scribblenauts Unlimited," a commercial-off-the-shelf video game to bolster the reading skills of third grade students in an elementary school located in a rural school district in eastern North Carolina. The research design of this action research study utilized pre - and post- assessment to measure the effectiveness of students’ involvement with “Scribblenauts Unlimited.” The intervention time-line consisted of sixteen weeks of intervention during which two sections of students alternated the roles of intervention and control groups at the eight-week mark. The intervention was implemented for one hour per week during student computer laboratory times. The one-hour per week exposure was divided into two thirty-minute sessions, one on each of two days each week. The quantitative data consisted of participant’s scores on the Reading 3D assessment. The qualitative data was gathered by means of video observations of selected small groups of students and, snapshot insights into individual participants’ learning experiences by means of experience sampling methodology. During each intervention time, a video camera was set up in the computer laboratory and focused on a small group of four or five participants. One or two of the members of the group on which the video camera was focused were invited to “think aloud” through excerpts of the edited videos. The aim was to capture the participants’ learning experience in their own words at what they seem to be key points of their learning trajectory. At the end of each eight-week intervention session, a survey designed to measure the extent to which participants experienced flow was administered to the participants in the intervention.
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/10342/4846
dc.language.isoen
dc.publisherEast Carolina University
dc.subject.lcshReading (Elementary)--North Carolina
dc.subject.lcshAcademic achievement--North Carolina
dc.subject.lcshReading--Ability testing--North Carolina--Evaluation
dc.subject.lcshReading comprehension--North Carolina--Evaluation
dc.subject.lcshComputer software--Evaluation
dc.subject.lcshVideo games in education--North Carolina--Evaluation
dc.subject.lcshScribblenauts Unlimited
dc.titleUTILIZING SCRIBBLENAUTS TO INCREASE READING COMPREHENSION AND IMPROVE LITERACY SKILLS OF THIRD GRADE STUDENTS
dc.typeDoctoral Dissertation
dc.type.materialtext

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