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Online Reading Comprehension Among Seventh Grade Clemson University TigerPrints All Dissertations Dissertations 12-2010 Online Reading Comprehension Among Seventh Grade Students with High Incidence Disabilities in Inclusive Settings: A Mixed Methods Study Katherine Robbins Clemson University, [email protected] Follow this and additional works at: https://tigerprints.clemson.edu/all_dissertations Part of the Special Education and Teaching Commons Recommended Citation Robbins, Katherine, "Online Reading Comprehension Among Seventh Grade Students with High Incidence Disabilities in Inclusive Settings: A Mixed Methods Study" (2010). All Dissertations. 620. https://tigerprints.clemson.edu/all_dissertations/620 This Dissertation is brought to you for free and open access by the Dissertations at TigerPrints. It has been accepted for inclusion in All Dissertations by an authorized administrator of TigerPrints. For more information, please contact [email protected]. ONLINE READING COMPREHENSION AMONG SEVENTH GRADE STUDENTS WITH HIGH INCIDENCE DISABILITIES IN INCLUSIVE SETTINGS: A MIXED METHODS STUDY A Dissertation Presented to The Graduate School of Clemson University In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy Curriculum and Instruction by Katherine R. Robbins August 2010 Accepted by: Paul J. Riccomini, Ph.D., Committee Co-Chair David Reinking, Ph.D. Committee Co-Chair Maria Herbst, Ph.D. Donald Leu, Ph.D. Pamela Stecker, Ph.D. ABSTRACT Because research exploring how students with disabilities read and comprehend on the Internet is scarce, a mixed methods study was implemented to determine if Internet Reciprocal Teaching (IRT) is an effective intervention for improving online reading comprehension among seventh grade students with high-incidence disabilities in inclusive settings. Differences between students with disabilities and their non-disabled peers were also explored. The intervention included a twenty week (40 lessons) instructional program delivered in three phases in seventh grade English/Language Arts classes from three middle schools in eastern region of the United States. Pre and post intervention data was collected on the Online Reading Comprehension Assessment (ORCA-Iditarod) and the Survey of Online Reading. Further, and a sample of students was randomly selected for further post-intervention qualitative analysis. Qualitative and quantitative data were then triangulated to examine convergent and divergent findings of online reading comprehension. Results indicate that online reading comprehension, as measured by the ORCA- Iditarod increased for students in the treatment group, but no apparent differences appeared between general education students and students with disabilities. Students in the treatment group demonstrated increased self-efficacy of reading online and locating answers. Qualitative findings further supported improvements in online reading comprehension noting more frequent use of effective search strategies among students in ii the treatment group, more effective strategy use for determining the reliability of Web sites, and improved communicating strategies using email. While the ORCA did not reveal significant differences between students with disabilities and their nondisabled peers, Survey data indicated that students with disabilities are using and receiving more instruction on the Internet at school, and some qualitative results revealed more attention to written mechanics and spell check tools than general education students. Implications for practice and recommendations for future research are provided. iii DEDICATION This dissertation is dedicated in loving memory of my cousin, Anthony E. Rivers Jr. whose life was tragically taken in a senseless act of violence on August 4, 2008. Also, to my family, my father, Paul, mother, Lois, and brothers, Douglas, and Donald, for their constant source of strength, support, encouragement, and belief in me. Finally, to my amazing husband, Jonathan Hunt, whose patience, understanding, humor, and love were never-ending throughout the day-to-day challenge and stress of the dissertation process; I am forever grateful for God blessing me with you in my life. iv ACKNOWLEDGMENTS I would like to extend my gratitude to the following individuals, whose guidance, and encouragement made this dissertation possible. I will forever treasure the impact each individual has had on both my professional and personal growth. I thank Dr. Paul Riccomini for his unending mentoring, friendship, and support throughout my doctoral program. On many occasions, he went beyond his role as my advisor welcoming me into his family and home and “talking me down from the ledge.” I thank my co-chair, Dr. David Reinking, who along with Dr. Donald Leu, provided me the opportunity to work on the TICA project that directly inspired this dissertation study. Together they afforded me invaluable experience with various research methods, opportunities for scholarship, and each, in their unique way, served as exemplar role models for the kind of researcher and professor I hope to someday become. I thank Dr. Pamela M. Stecker who offered me my first experience as a research assistant, and who further inspired me through her extensive knowledge in the field of special education. Her commitment to excellence in everything she does provides a professional standard for which I continue to strive. Finally, I thank Dr. Maria Herbst. Dr. Herbst is guilty of affording me unquestionably the most challenging yet most enjoyable component of my doctoral experience; mentoring student-athletes. When I got bogged down in course work and research, she grounded me by demonstrating passion and dedication meeting the individual needs of these amazing student-athletes. Furthermore, I thank Rashaad Jackson and Ricky Sapp, my two mentees who kept me laughing when things got tough, but more importantly constantly reminded me through their example that all things are possible through faith and perseverance. v A number of other individuals were instrumental in helping me to complete this work. I would like to thank all the members of the TICA team both past and present who worked so hard to develop the instruments, deliver the IRT intervention, and collect a portion of the data I used in this study. More specifically, I would like to thank Lisa, Ian, and Gregg for helping to facilitate my access to the Connecticut schools for the qualitative portion of my study. I would like to thank my good friends, Dr. Jacqueline Malloy and Dr. Angela Rogers who were not only members of the TICA team, but suffered alongside me through endless hours offering support, advice, and assistance navigating through the mountains of qualitative data. I thank all the teachers and students who participated in the study in both Connecticut and South Carolina, especially Sarah Hunt-Barron who welcomed me into her classroom for two years making this experience a truly enjoyable endeavor. Finally, sincere appreciation goes to Dr. Jeff Thomas, my department chair and mentor at the University of Southern Indiana. His constant encouragement and continuous willingness to proofread, provide feedback, and assist with formatting nightmares were instrumental to the final completion of this dissertation during a demanding first semester as a new professor. vi TABLE OF CONTENTS DEDICATION ................................................................................................................... iv ACKNOWLEDGMENTS .................................................................................................. v LIST OF TABLES .............................................................................................................. x CHAPTER ONE: INTRODUCTION ................................................................................ 1 Purpose of the Study ....................................................................................................... 1 Overview of the Dissertation .......................................................................................... 9 CHAPTER TWO: LITERATURE REVIEW ................................................................... 11 Introduction ................................................................................................................... 11 The Internet ................................................................................................................... 12 Lack of Research........................................................................................................... 25 Support for Integrating Technology & the Internet ...................................................... 27 Positive Outcomes for Integrating the Internet into Instruction ................................... 31 Barriers to Online Literacy ........................................................................................... 47 Elements of the Current Intervention ............................................................................ 65 Studies Reported in the Literature ................................................................................ 76 Survey Studies .............................................................................................................. 77 Intervention Studies ...................................................................................................... 87 Quantitative Studies ...................................................................................................... 87 Qualitative Intervention Studies ................................................................................
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