Date Approved

7-10-2019

Embargo Period

8-12-2019

Document Type

Thesis

Degree Name

M.A. Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Accardo, Amy

Second Advisor

Kuder, Sydney J.

Third Advisor

Shuff, Midge

Subject(s)

Computer-assisted instruction; Learned disabled children--Education; Individualized reading instruction

Disciplines

Language and Literacy Education | Special Education and Teaching

Abstract

The purpose of this single-subject, ABAB research design study was to examine if the integration of Google Classroom and digital texts on Chromebooks promotes student academic performance, specifically their reading level, and active engagement in an inclusive setting. This research was designed to identify the effects that introducing digital texts and comprehension response items in Google Classroom has on students' comprehension and engagement. This study was conducted in an inner-city public k-8 grade school in Philadelphia, Pennsylvania. The scores gathered from students' TDA responses and engagement were converted into percentages and put into tables. The data from these two variables were displayed in line graphs. The data that was collected from students DRA scores in phase A was compared with the DRA data from the final phase B. This data was displayed in line graphs. Students' TDA scores and engagement percentages from phase A were compared with students' percentages from phase B in order to show the changes in performance between phases. It seems that students may be happier using digital texts when reading for pleasure, as opposed to using digital texts for academics. Results suggest Google Classroom tools such as Google Docs and Slides may be useful when conducting research and displaying information rather than when reading for comprehension. Google Slides may be a more productive tool to use if teachers are trying to incorporate technology in their project-based learning classrooms.

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