Dissertations and Theses @ UNI
Availability
Open Access Dissertation
Abstract
Schools have been impacted by the technological advancements of the world. With these changes, students have been increasingly using technology, especially since the Covid-19 pandemic. The use of devices to read, both for pleasure and academically, have increased, especially since the introduction of Amazon’s Kindle in 2007 (Ashburn, 2024). Additionally, schools have started issuing devices for students to use and it is reported that forty-five percent of schools have a computer for each student (National Center for Education Statistics, 20). They found an extra 37% reported having a computer for each student in some grades or classrooms. States are also transitioning to on-line textbooks and state testing practices.
Researchers have discovered that comprehending traditional text might not be the same as reading from devices (Murphy et al., (2003); Lankshear and Knobel (2013); (Kong et al., 2018); (Wolf, 2018); (Clinton, 2019). With schools spending more time and money on technology and technology-based instruction, studies in this area are important. Girls typically score higher than boys on reading comprehension, so looking at their preferred reading is a starting point for further study.
This qualitative study looked at middle school girls’ reading perceptions and preferences for both academic and personal reading. Data was collected through one-on-one interviews and a focus group. This study aimed to provide an understanding of middle school girls and their reading practices to inform curricular decision-makers and help teachers better meet the needs of their students.
After interviewing, the participants were all in agreement that traditional paper books were the best medium for deep reading. Technology overload and burnout were prevalent in the lives of these students. This study leads to implications for practicing educators to use both traditional paper and technology when assigning reading.
Year of Submission
2025
Degree Name
Doctor of Education
Department
Department of Curriculum and Instruction
First Advisor
Lori Norton-Meier
Date Original
5-2025
Object Description
1 PDF (x, 116 pages)
Copyright
©2025 Debra Kisch
Language
en
File Format
application/pdf
Recommended Citation
Kisch, Debra, "An Examination of Middle School Girls’ Perceptions and Preferences of Reading from a Device Versus Paper" (2025). Dissertations and Theses @ UNI. 2202.
https://scholarworks.uni.edu/etd/2202
