Supporting Struggling Readers with Digital and Multimodal Literacies

Introduction

In previous posts, I have discussed the impacts that digital and multimodal literacies can have on early and adolescent reader development.  I have also introduced my implementation plan for using digital and multimodal literacies with my fifth grade reading intervention students, while focusing on the effects of the lessons and activities on their individual motivation and engagement in literacy practices. In this post, I will discuss digital and multimodal literacies and their relationship to the motivations and engagement in struggling readers. 

Accessibility and Success

In a study by Anderson (2018), it was observed in a classroom of diverse third grade readers how the effects of e-readers can be positive for student engagement and
motivation in literacy activities.  This case study found that students were able to use their e-readers to easily access texts that suited their interests and abilities.  This support of autonomy allowed students to improve their self-efficacy, motivation, and engagement by helping them to feel successful.  Anderson (2018) aptly states, “the more motivated [the students] were to read, the more engaged they became…and became more confident in their reading ability…the more confident they were about reading, the easier the reading became.” (pg. 52)

Another study by Haas, et al. (2017) focused on struggling readers’ motivation and engagement with literacy activities while using Kindle e-readers and the Reading Rainbow application.  It was found after parent and student interviews that they did participate longer and more frequently in reading activities while using the e-reader and app.  The students also explained to researchers that they preferred to use the “read-to-me” function in order to hear the stories read aloud.  The researchers mention, however, that the students in their study were participants in structured settings and had parental support. These findings show that students’ motivation and engagement can be supported through the use of digital and multimodal tools, but home support of digital and multimodal literacies and reading practices are also important. 

Digital and multimodal tools are increasing their abilities to provide accessibility to many texts instantly.  These tools also provide functions that allow text-to-speech, for students to hear the text read aloud to them.  Different fonts and display functions provide differentiation for students to have limited optical abilities, or just as preference.  Dictionaries, thesauruses, and hyperlinks help students to build background knowledge and vocabulary essential for understanding text.  Students come to the classroom with varying experiences with reading and literacy practices from home.  This also applies to their knowledge of digital and multimodal literacies.  As educators, we can implement practices that allow for students to learn digital and multimodal literacies in order to engage in literacy activities with digital and multimodal tools that can provide differentiation, accessibility, and success for struggling readers. 

References