Increasing Engagement during Independent Reading
About this Research
This action research study examined student engagement and interest during independent reading blocks within a kindergarten classroom, comparing reading traditional books to reading digital books within Raz-Kids. The findings show that Raz-Kids was more effective at maintaining engagement, increasing “on-task” behavior, and supporting fully independent reading practices compared to traditional books, suggesting that digital platforms can play an important role in helping younger students learn to read independently.
Main Findings
"On task" behavior was higher when students used Raz-Kids compared to traditional physical book reading. Students were more engaged and focused on the reading activity when using the Raz-Kids platform and required less reading assistance compared to traditional book reading. After engaging in independent reading, students reported more positive sentiments towards reading fiction, picture books, independent reading, and going to the library, showing the benefit of independent reading regardless of the medium (print or ebooks).
Participants
Participants were a single class of 20 kindergarten students from an urban school. 6 representative students of different reading abilities (below grade level, on grade level, above grade level) were selected for structured student interviews.
Study Design and Procedures
The study used an action research methodology, with the teacher completing behavioral observations during class activities, structured student interviews, and pre- and post-student attitude scales. Behavioral observations occurred over the course of three weeks during which students participated in independent daily reading using either traditional books or electronic books on the Raz-Kids platform.
Citations
Swanson, Sarah (2023). Increasing Engagement and Effectiveness of Independent Reading in the Kindergarten
Classroom. School of Education and Leadership Student Capstone Theses and Dissertations. 4571. https://digitalcommons.hamline.edu/hse_all/4571
