Instructional Technological Factors that Impede and Impel Struggling Adolescent Students’ Reading Comprehension

By Myrtle Welch.

Published by The Technology Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

Computers have become instructional tools for teaching reading. Software programs are available that promise to improve reading comprehension skills and motivate students to read. There are a few quantitative studies that investigate the use of computers in the classroom, but there is not an abundance of qualitative studies that report the theoretical, instructional, and assessment links between using technology to teach reading comprehension. Likewise, studies about how the students themselves relate to the use of computers are scarce.
The purpose of this study is to investigate factors that promote and hinder the success of adolescent struggling readers who were taught reading through computer use. This study is one in the midst of few multifaceted, comprehensive, qualitative studies designed to improve the reading comprehension of adolescent students who read at least two grade levels behind their peers who have not been labeled “struggling readers.”

Keywords: Reading Software, Reading Comprehension, Assistive Technology, Struggling Readers

The International Journal of Technology, Knowledge and Society, Volume 6, Issue 4, pp.137-150. Article: Print (Spiral Bound). Article: Electronic (PDF File; 686.707KB).

Dr. Myrtle Welch

Assistant Professor, Department of Elementary and Reading, School of Education, Buffalo State College, Buffalo, New York, USA

Myrtle Welch teaches methods courses in reading and language arts at Buffalo State College in the Department of Elementary Education and Reading. She is a veteran public school teacher who spent many years teaching adolescents to read and write. She also taught reading in a computer reading lab for ten years. Her research interest is students who struggle to read and achieve at school. She has presented her research at various conferences including the Oxford Round Table in Oxford, England and to Ambassadors of the 2007 World Forum which was held in Washington D.C. Her publication Reading Pedagogy: The Foundation and Cornerstone for the Expansion of Literacy (2007) casts a framework for teaching students who are challenged by texts.


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