Date Approved

2-22-2016

Embargo Period

2-22-2016

Document Type

Thesis

Degree Name

M.A. Reading Education

Department

Language, Literacy, and Sociocultural Education

College

College of Education

First Advisor

Lee, Valarie G.

Second Advisor

Madden, Marjorie E.

Third Advisor

Browne, Susan

Subject(s)

Language arts (Elementary); Blogs

Disciplines

Elementary Education and Teaching

Abstract

The purpose of this exploratory investigation was to explore how third grade students critically respond to texts. Students will be required to analyze texts and type their analysis with the implementation of PARCC. I wanted to investigate the change that occurs with students’ responses to texts when they compose them electronically rather than with paper and pencil.

I explored the process of how students critically responded to texts through responses on a class blog. Students read two literature passages, two informational passages, and two media texts on the blog before responding to questions based upon the text. I observed how often students referred back to the text, the structure of their response, the amount of text evidence used, their use of conventions, their processes of composing their response, and the length of time students spent on the task. Students received a few points for improvement from me after each response.

Overall, most students attempted to use text evidence. There was little effort by students to use correct conventions, revise, and edit their work. Students who spent minimal time responding composed a response of minimal substance. Those that spent a greater amount of time, interacted with the text more in their response. Overall, the process was a great insight into students’ processes when using blogs about texts.

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