Memo #1

Week 1

  • Read on print 
  • Student tracks 
  • Touches pages
  • Touches illustrations
  • Fidgets with the corner of the pages  
  • When the student does not know a word, she points at each letter to sound it out

Memo #2:

Week 2

  • Passage was read digitally
  • Student enjoyed reading online, came very naturally
  • Student did not track on the digital text
  • Student seemed more focused, less distracted 
  • Digital text helped with the students urge to fidget
    • No pages to fidget with 

Memo #3:

Week 3

  • Passage was read on a hard copy piece of paper 
  • Student asked to read it digitally next time
  • Student stated that she preferred reading the passage on my laptop
  • Student fidgeted with the paper while reading 
  • Student did not seem as focused, more distracted and antsy 
  • The student’s rate went up from last week, she did not read as quickly

Memo #4:

Week 4

  • Passage was read on my laptop
  • Student stated that she prefers reading the passage on my laptop
  • Student fidgeted a lot less since she was reading on the screen  
  • Student seemed more focused and less distracted and antsy 
  • The student’s initial rate went up from last week; however, this was somewhat expected since she moved up to level K

Memo #5:

Week 5

  • Passage was read on a hard copy piece of paper 
  • Student stated that she liked reading on my laptop better
  • Student continues to fidgeted with the paper while reading 
  • Student displayed difficulty with focusing
  • Student seemed to be fidgeting more
  • The student’s rate went down from last week, she read faster

Memo #6:

Literacy Centers

  • Reads on screen rather than in print
  • Chooses to reads stories and passages on a laptop
  • Reads on a tablet

Memo #7:

Morning/Free Time

  • Before we started our tutoring sessions, the student selected books from the bookshelf
  • After starting our sessions, the student now gets a tablet and reads on the tablet
  • After the student reads a book on the tablet, she uses the tablet to take an AR test

Memo #8:

Recognition

  • During week 3, the student started to realize that she reads faster on screen than in print
  • The student started to voice how she prefers to read on screen
  • The student began asking if she could read on screen every week

Memo #9:

CT Taking Action

  • During week 4, my CT realized how much students preferred reading on the tablets
  • Gave students more opportunities to read on the tablets
  • Students are now able to read on the tablets when they are finished with their work rather than just selecting a print book on the bookshelf

Memo #10:

New Insights

  • Other student other than just my tutee seem to prefer reading on screen over reading in print
  • Should we give student more choice when it come to having them read on screen vs in print?
  • Limited resources may interfere with this ability to offer choice

Reflection

One aspect that was surprising to me was the fact that my tutee preferred reading on screen rather than in print. Whenever, there was a time where we would read in print, my tutee would fidget with the corner of the page. I was also surprised that my tutee began to voice her preferences of reading on a screen rather than in print. This addresses a driving question; should we give students more choice when it comes to having them read on screen vs in print? The question came about because my tutee seemed to preform better when reading on a screen and struggled more with reading in print in terms of her rate and focus. Should she be allowed to read off the element that gives her the best results?

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