Abstract:
This qualitative study stemmed from a concern of the perceived decline in students'
reading motivation after the early years of schooling, which has been attributed to the
disconnect between the media students are accustomed to using outside the classroom
and the media they predominantly use within the classroom. This research documented
the effectiveness of a digital children's literature program and a postreading multimedia
program on eight grade 1 students' reading motivation, word recognition, and
comprehension abilities. Eight students were given ten 25-minute sessions with the
software program over 15 weeks. Preprogram, interim-program, and postprogram
qualitative data were collected from students, teachers, and parents through
questionnaires, interviews, standardized reading assessment tools, classroom
observations, field notes, and student behaviour observation checklists. Findings are
summarized into 3 themes. The motivational aspects and constructivist styles of
instruction in the digital reading programs may have contributed to 5 student participants'
increased participation in online storybook reading at home. Qualitative data revealed
that the digital children's literature program and multimedia postreading activities
seemed to have a positive influence on the majority of grade 1 student participants'
reading motivation, word recognition, and listening comprehension skills. These findings
suggest the promise of multimedia and Internet-based reading software programs in
supporting students with reading andlor behavioural difficulties. In keeping with current
educational initiatives and efforts, increased use of media literacy practices in the grade 1
curriculum is suggested.
