{"id":{"repo_id":"umkc","oai_identifier":"oai:mospace.umsystem.edu:10355/66874"},"canonical_url":"https://search.dev.ndltd.org/etd/umkc/oai:mospace.umsystem.edu:10355/66874","repository":{"repo_id":"umkc","name":"University of Missouri - Kansas City","base_url":"https://mospace.umsystem.edu/oai/request"},"display":{"title":"A Case Study of the Literacy Experiences of 3rd Grade Struggling Readers with the Use of Interactive Digital Books","abstract":"Students who score one or more grade levels below the standard expectations in reading tests are defined as struggling readers. Struggling readers have difficulty in reading and/or comprehending a text, which affects them personally and academically. They will continue to fail in reading assessments conducted by their literacy teachers and state and standardized reading tests unless effective interventions are initiated to support their literacy practices. Technology use has been one of the most popular interventions in contemporary reading instruction for struggling readers. New technologies provide avenues for enhancing literacy instruction, especially of struggling readers. In this study, I examined the experiences of struggling readers within tutoring sessions that focus on the use of interactive digital books. This qualitative case study was conducted in an elementary school with six 3rd grade struggling readers to explore their experiences with interactive digital books. Data collection sources included the audio–recording of tutoring sessions, two semi–structured interviews, document collection, and the use of a field note journal to triangulate my data. I analyzed data by developing pattern codes and looking across pattern codes for each individual to determine distinct and common themes. Three themes emerged from this study: barriers, motivation, and technology. This study revealed that every struggling reader needs a unique literacy curriculum with strategies that are unique to their needs. Individuals' choices were seen in this study as significant to motivation. The findings also suggested that interactivity of hotspots might be either encouraging or discouraging for students to want to read more depending on the quality of adult guidance. While this study might help struggling readers with their literacy development, the findings from this inquiry might also be informative for teachers, parents, and even policymakers in designing a literacy curriculum adaptable with the individual needs of struggling readers.","abstract_html":"Students who score one or more grade levels below the standard expectations in reading tests are defined as struggling readers. Struggling readers have difficulty in reading and/or comprehending a text, which affects them personally and academically. They will continue to fail in reading assessments conducted by their literacy teachers and state and standardized reading tests unless effective interventions are initiated to support their literacy practices. Technology use has been one of the most popular interventions in contemporary reading instruction for struggling readers. New technologies provide avenues for enhancing literacy instruction, especially of struggling readers. In this study, I examined the experiences of struggling readers within tutoring sessions that focus on the use of interactive digital books. This qualitative case study was conducted in an elementary school with six 3rd grade struggling readers to explore their experiences with interactive digital books. Data collection sources included the audio–recording of tutoring sessions, two semi–structured interviews, document collection, and the use of a field note journal to triangulate my data. I analyzed data by developing pattern codes and looking across pattern codes for each individual to determine distinct and common themes. Three themes emerged from this study: barriers, motivation, and technology. This study revealed that every struggling reader needs a unique literacy curriculum with strategies that are unique to their needs. Individuals' choices were seen in this study as significant to motivation. The findings also suggested that interactivity of hotspots might be either encouraging or discouraging for students to want to read more depending on the quality of adult guidance. While this study might help struggling readers with their literacy development, the findings from this inquiry might also be informative for teachers, parents, and even policymakers in designing a literacy curriculum adaptable with the individual needs of struggling readers.","abstract_has_math":false,"creators":["Demiroz, Emine"],"institution":"University of Missouri -- Kansas City","degree_name":"Ph.D.","degree_level":"Doctoral","degree_discipline":"Curriculum and Instruction (UMKC)","degree_department":null,"school":null,"contributors":[],"advisors":["Schlein, Candace"],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018","date_published":"2018","updated_at":"2026-07-24T05:19:28Z","subjects":[],"languages":["en_US"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10355/66874","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Schlein, Candace"]},{"key":"dc:creator","label":"Author","values":["Demiroz, Emine"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2019-01-03T17:18:32Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2019-01-03T17:18:32Z"]},{"key":"dc:date.issued","label":"Date","values":["2018"]},{"key":"dc:publisher","label":"Institution","values":["University of Missouri -- Kansas City"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction (UMKC)","English (UMKC)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Missouri--Kansas City"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10355/66874"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Title from PDF of title page viewed January 10, 2019","Dissertation advisor: Candace Schlein","Vita","Includes bibliographical references (pages 170-199)","Thesis (Ph.D.)--School of Education and Department of English Language and Literature, University of Missouri--Kansas City, 2018"]},{"key":"dc:description.abstract","label":"Abstract","values":["Students who score one or more grade levels below the standard expectations in reading tests are defined as struggling readers. Struggling readers have difficulty in reading and/or comprehending a text, which affects them personally and academically. They will continue to fail in reading assessments conducted by their literacy teachers and state and standardized reading tests unless effective interventions are initiated to support their literacy practices. Technology use has been one of the most popular interventions in contemporary reading instruction for struggling readers. New technologies provide avenues for enhancing literacy instruction, especially of struggling readers. In this study, I examined the experiences of struggling readers within tutoring sessions that focus on the use of interactive digital books. This qualitative case study was conducted in an elementary school with six 3rd grade struggling readers to explore their experiences with interactive digital books. Data collection sources included the audio–recording of tutoring sessions, two semi–structured interviews, document collection, and the use of a field note journal to triangulate my data. I analyzed data by developing pattern codes and looking across pattern codes for each individual to determine distinct and common themes. Three themes emerged from this study: barriers, motivation, and technology. This study revealed that every struggling reader needs a unique literacy curriculum with strategies that are unique to their needs. Individuals' choices were seen in this study as significant to motivation. The findings also suggested that interactivity of hotspots might be either encouraging or discouraging for students to want to read more depending on the quality of adult guidance. While this study might help struggling readers with their literacy development, the findings from this inquiry might also be informative for teachers, parents, and even policymakers in designing a literacy curriculum adaptable with the individual needs of struggling readers."]},{"key":"dc:title","label":"Title","values":["A Case Study of the Literacy Experiences of 3rd Grade Struggling Readers with the Use of Interactive Digital Books"]}]}],"canonical_facts":{"dc:contributor.advisor":["Schlein, Candace"],"dc:creator":["Demiroz, Emine"],"dc:date.accessioned":["2019-01-03T17:18:32Z"],"dc:date.available":["2019-01-03T17:18:32Z"],"dc:date.issued":["2018"],"dc:description":["Title from PDF of title page viewed January 10, 2019","Dissertation advisor: Candace Schlein","Vita","Includes bibliographical references (pages 170-199)","Thesis (Ph.D.)--School of Education and Department of English Language and Literature, University of Missouri--Kansas City, 2018"],"dc:description.abstract":["Students who score one or more grade levels below the standard expectations in reading tests are defined as struggling readers. Struggling readers have difficulty in reading and/or comprehending a text, which affects them personally and academically. They will continue to fail in reading assessments conducted by their literacy teachers and state and standardized reading tests unless effective interventions are initiated to support their literacy practices. Technology use has been one of the most popular interventions in contemporary reading instruction for struggling readers. New technologies provide avenues for enhancing literacy instruction, especially of struggling readers. In this study, I examined the experiences of struggling readers within tutoring sessions that focus on the use of interactive digital books. This qualitative case study was conducted in an elementary school with six 3rd grade struggling readers to explore their experiences with interactive digital books. Data collection sources included the audio–recording of tutoring sessions, two semi–structured interviews, document collection, and the use of a field note journal to triangulate my data. I analyzed data by developing pattern codes and looking across pattern codes for each individual to determine distinct and common themes. Three themes emerged from this study: barriers, motivation, and technology. This study revealed that every struggling reader needs a unique literacy curriculum with strategies that are unique to their needs. Individuals' choices were seen in this study as significant to motivation. The findings also suggested that interactivity of hotspots might be either encouraging or discouraging for students to want to read more depending on the quality of adult guidance. While this study might help struggling readers with their literacy development, the findings from this inquiry might also be informative for teachers, parents, and even policymakers in designing a literacy curriculum adaptable with the individual needs of struggling readers."],"dc:identifier.uri":["https://hdl.handle.net/10355/66874"],"dc:language.iso":["en_US"],"dc:publisher":["University of Missouri -- Kansas City"],"dc:title":["A Case Study of the Literacy Experiences of 3rd Grade Struggling Readers with the Use of Interactive Digital Books"],"dc:type":["Thesis"],"thesis:degree_discipline":["Curriculum and Instruction (UMKC)","English (UMKC)"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Missouri--Kansas City"]},"updated_at":"2026-07-24T05:19:28Z"}