Date of Award

Fall 2014

Degree Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Department

Education and Human Development

First Advisor

Carole Pelttari

Abstract

This project is an initial investigation into how technology affects one student’s literacy learning and motivation in reading and writing. Over a period of five weeks, I incorporated technology into instruction and then observed how it affected the student’s motivation and skills while reading and writing. I conducted observations, interviews and retellings to gather all data. The primary goal of this study was to answer the research questions 1) What effects do digital literacies have on a struggling reader and writer as well as his/her motivation to read and write? 2) What additional factors influence this student’s reading and writing? Through the completion of my analysis I can conclude that technology may be effective for struggling readers and writers who are considered to be digital natives. I can also conclude when teaching reading and writing, the use of both traditional and twenty-first century strategies may be an effective strategy to improve literacy skills. Through my research I was also able to conclude positive parental involvement may have a direct correlation on a student’s improvement with reading and writing skills. This research suggests when a student is unfamiliar with technology being used there is no significant improvement with skills.

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