ERIC ED398570: A Formative Experiment Investigating the Use of Multimedia Book Reviews To Increase Elementary Students' Independent Reading. Reading Research Report No. 55.

98 Pages·1996·1.5 MB·English

by  ERIC

DOCUMENT RESUME
ED 398 570
CS 012 591
AUTHOR
Reinking, David; Watkins, Janet
TITLE
A Formative Experiment Investigating the Use of
Multimedia Book Reviews To Increase Elementary
Students' Independent Reading. Reading Research
Report No. 55.
INSTITUTION
National Reading Research Center, Athens, GA.;
National Reading Research Center, College Park,
MD.
SPONS AGENCY
Office of Educational Research and Improvement (ED),
Washington, DC.
PUB DATE
96
CONTRACT
117A20007
NOTE
100p.
PUB TYPE
Reports
Research/Technical (143)
EDRS PRICE
MF01/PC04 Plus Postage.
DESCRIPTORS
*Book Reviews; *Classroom Environment; Classroom
Research; Grade 4; Grade 5; *Independent Reading;
*Instructional Effectiveness; Intermediate Grades;
*Multimedia Materials; Reading Research; *Teacher
Role
ABSTRACT
Using an approach to classroom research that D.
Newman (1990) has termed a formative experiment, a study investigated
the effects of engaging elementary school students in creating
computer-based multimedia reviews of books they read independently.
Formative experiments are designed to investigate how an
instructional intervention can be implemented to achieve
a
pedagogical goal in a particular educational environment. Creating
multimedia book reviews was the intervention; increasing the amount
and diversity of students' independent reading was the pedagogical
goal. Diverse quantitative and qualitative data were gathered during
2 academic years in 9 4th-grade and 5th-grade classrooms
across 3
schools. Consistent with the intent of formative experiments, results
are presented guided by the following questions:
(1) What factors in
the educational environment enhance or inhibit the intervention's
effectiveness in achieving the pedagogical goal?;
(2) How can the
intervention and its implementation be modified during the experiment
to achieve more effectively the pedagogical goal?;
(3) What
unanticipated positive or negative effects does the intervention
produce?; and (4) Has the educational environment changed as a result
of the intervention? Results indicated that the multimedia book
review activity contributed to achieving the pedagogical goal of
increasing the amount of children's independent reading; and school
environments and teachers' roles to some extent shaped the effects of
the activity. Findings suggest that formative experiments can address
the limitations of conventional research methods previously used to
study computer-based literacy activities in classrooms. (Contains 64
references, and 4 tables and 11 figures of data. Appendixes presents
parent and teacher questionnaires.) (Author/RS)
A Formative Experiment Investigating
the Use of Multimedia Book Reviews
to increase Elementary Students'
Independent Reading
David Reinking
Janet Watkins
University of Georgia
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National
Reading Research
Center
READING RESEARCH REPORT NO. 55
Summer 1996
2
BEST COPY AVAILABLE
NRRC
National Reading Research Center
A Formative Experiment Investigating
the Use of Multimedia Book Reviews to
Increase Elementary Students' Independent Reading
David Reinking
Janet Watkins
University of Georgia
READING RESEARCH REPORT NO. 55
Summer 1996
The work reported herein is a National Reading Research Project of the University of Georgia
It was supported under the Educational Research and
and University of Maryland.
Development Centers Program (PR/AWARD NO. 117A20007) as administered by the Office
of Educational Research and Improvement, U.S. Department of Education. The findings and
opinions expressed here do not necessarily reflect the position or policies of the National
Reading Research Center, the Office of Educational Research and Improvement, or the U.S.
Department of Education.
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About the Authors
David Reinking is Professor of Education at the
Janet Watkins is a doctoral student in the Depart-
ment of Reading Education at the University of
University of Georgia where he serves as head of
Georgia. Her research interests include investigat-
the Department of Reading Education. He is also a
principal investigator with the National Reading
ing how technology can enhance literacy instruc-
tion in schools. In addition to her work on the
Research Center and is Editor of the Journal of
present study, she has assisted in developing
Literacy Research. Professor Reinking's primary
software for beginning reading instruction and in
research interest is the connection between tech-
conducting research on its effectiveness. She has
nology and literacy. His research publications in
this area have appeared in Reading Research
also developed an electronic portfolio application
Quarterly, Journal of Reading Behavior, and
for the Department of Early Childhood and Read-
ing at Georgia Southern University, where she is
Handbook of Reading Research. He edited Reading
an instructor. Ms. Watkins taught English and
and Computers: Issues for Theory and Practice
reading at the middle and secondary levels for 12
(published by Teachers College Press), and has
written a commercial software program for in-
years.
creasing reading comprehension, which has been
distributed nationally to elementary and secondary
schools. Dr. Reinking taught reading and math at
the elementary school level for 8 years.
National Reading Research Center
Universities of Georgia and Maryland
Reading Research Report No. 55
Summer 1996
A Formative Experiment Investigating
the Use of Multimedia Book Reviews to
Increase Elementary Students' Independent Reading
David Reinking
Janet Watkins
University of Georgia
Abstract. Using an approach to classroom
result of the intervention? In addition to describing
research that Newman (1990) has termed a
the study and reporting results, the authors discuss
formative experiment, this study investigated the
emerging understandings of formative experiments.
effects of engaging elementary school students in
They argue that formative experiments can address
creating computer-based multimedia reviews of
the limitations of conventional research methods
books they read independently. Formative experi-
previously used to study computer-based literacy
ments are designed to investigate how an instruc-
activities in classrooms.
tional intervention can be implemented to achieve a
Diverse approaches to research have been
valued pedagogical goal in a particular educational
used to study whether computer-based instruc-
environment. In the present study, creating multime-
activities can enhance literacy
tional
in
dia book reviews was the intervention; increasing
classrooms. However, most studies have
the amount and diversity of students' independent
conventional
experimental
used
designs
reading was the pedagogical goal. Diverse quantita-
aimed at comparing the effectiveness of
tive and qualitative data were gathered during 2
interventions with and without computer-
academic years in 9 fourth- and fifth-grade class-
based activities (cf. Means et al., 1993; Rein
rooms across 3 schools. Consistent with the intent of
-
formative experiments, the authors present results
king. & Pickle, 1993). Despite the prevalence
guided by the following questions: (a) What factors
of experimental studies, reviews of classroom
in the educational environment enhance or inhibit
research (e.g., Reinking & Bridwell:Bowles,
the intervention's effectiveness in achieving the
1991) as well as the observations and findings
pedagogical goal?; (b) How can the intervention
of some researchers (Bruce & Rubin, 1993;
and its implementation be modified during the
Dickinson, 1986; Mehan, 1989, Michaels &
experiment to achieve more effectively the pedagogi-
Bruce, 1989; Reinking & Pickle, 1993; Rubin
cal goal?; (c) What unanticipated positive or nega-
& Bruce, 1990) suggest that conventional
tive effects does the intervention produce ?; and
experiments alone do not provide adequate
(d) Has the educational environment changed as a
1
Reinking & Watkins
2
information about how computer-based activi-
The limited scope of conventional experi-
ties might effectively contribute to the acquisi-
mental research involving computers in class-
tion of literacy in schools.
rooms may explain in part why that research
Conventional experiments do not adequately
has not produced clear recommendations for
deal with the many interacting variables that
educators interested in how technology might
influence the effectiveness of computer-based
enhance literacy instruction in schools. Indeed,
interventions in schools; nor do they typically
that research does not consistently support the
deal with how a particular computer-based
use of computer-based activities over other
activity might produce unique effects depending
interventions not using computers (Reinking &
on how it is integrated into a particular instruc-
Bridwell-Bowles, 1991; Roblyer, Castine, &
Instead,
tional
conventional
environment.
King, 1988). As Becker (1992) states in his
experiments require researchers (a) to control
review of the computer-based integrated learn-
the influence of most situational factors; (b) to
ing systems,
implement a well-defined intervention that
remains unchanged during the experiment,
. the widely varying effects sizes and
. .
often in the face of changing conditions in the
the modestly positive effect sizes that are
classroom; and (c) to focus primarily on post-
typical suggest that
. results differ as
. .
intervention outcomes. These requirements
much based on the different conditions of
the study as on the different software
may perpetuate a point of view that restricts
packages in use (and on the different
the influence of technology in schools. As
methodologies used to design and con-
Emihovich and Wager (1992) state,
duct the analysis). (p. 38)
media are still perceived as add-ons
. .
.
The relatively few qualitative and ethno-
to the educational process . . [and] this
.
graphic studies investigating computers and
perception will not change until educators
literacy counter some of these limitations by
begin to realize that media or technology
use in schools should be examined from
focusing on the influence of situational factors
a holistic cultural perspective. That is,
over time within a particular classroom or
the introduction of any new technology
school (Dickinson, 1986; Friedman, 1990;
should be considered in relation to its
McGee, 1987; Mehan, 1989; Riel,
1989;
effect on the school culture as a whole,
Turner & Dipinto,
1992). However, such
including the way students and teachers
studies typically do not focus on the most
perceive the new technology, how admin-
instructionally
relevant
questions:
What
istrators view it in relation to the organi-
factors add to or detract from an intervention's
zational climate of the school, and the
in accomplishing a pedagogically
success
expectations parents and the broader
valued goal and, more importantly, how might
community share concerning the effects
the intervention be adapted in response to
of new technologies have, or should
have, on learning. (pp. 435-36)
those factors?
NATIONAL READING RESEARCH CENTER, READING RESEARCH REPORT NO. 55
f,
10