Running head: TECHNOLOGY’S EFFECTS ON COMPREHENSION 1

Technology’s Effects on Comprehension

Catherine Weisbrod

EDU 344

Franciscan University of Steubenville

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Introduction

Technology is becoming more and more a part of our society all the time. Children are

growing up with forms of technology within an inch of their grasp. As technology is taking a

more ever-present role in the lives of adults and children alike, it is also taking a more active role

in schools. Technology opens doors to an entire new realm of resources, activities, and

communication that would ordinarily be out of reach for teachers. However, just because

something is available and easily accessible to educators does not necessarily mean that it will

benefit student academic achievement. Therefore, it cannot be assumed that teachers’ use of

technology will automatically aid student learning. There needs to be purpose and well-planned

implementation of technology in its multiple forms in each teacher’s lessons if progress is to be

made in learner outcomes. If the why and how is ignored when it comes it the use of technology

in classrooms, students will gain nothing from it and their learning will stall. By this reasoning, it

is crucial for research to be conducted and teachers to educate themselves on the effectiveness of

the incorporation of technology into their lessons, so as to better serve their students and provide

them with meaningful opportunities to promote academic growth.

Purpose

Reading is such a crucial component of learning. Children’s education in reading begins

in the womb of their mothers when parents speak to their baby using their oral language, and it

continues throughout all of life. Oral language leads to the understanding of letters and sounds

and the significance of words and how words are put together to form sentences and convey

meaning. However, constructing meaning in sentences only occurs when there is an interaction

between the reader and the text, and this is known as comprehension (Reutzel & Cooter, 2012).

Comprehension relies on activating prior knowledge and making connections within the text.
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However, comprehension is a complex skill to master because it requires the proper development

of various reading skills as well, such as concepts of print, phonics, vocabulary, and fluency. One

method that teachers use to assist in student comprehension is the incorporation of technology

because of its easy access to comprehension tools. Through my research, I hope to answer the

question, how does the incorporation of technology in lessons aid student comprehension when

reading texts?

Through conducting this research, I hope to discover more on the incorporation of

technology in the classroom, especially pertaining to students reading and comprehension.

Technology has a wealth of potential to impact the learning of students and prepare them for

success in the classroom. I aim to accomplish this goal by sending out surveys to teachers who

were and are currently in the teaching field. I believe that personal experience is one of the best

indicators of the success or failure of a strategy, so I decided that tapping into the experiences

that professionals in the field have had and are having would be a great way to begin my

research. The survey asks questions regarding the type of technology they use, how they

incorporate it, and the affect it has on their students academically. Also, by performing a review

of literature, I hope to discover if and how technology can aid in student reading comprehension.

Through my research, my goal is also to continue to develop my skills as a future teacher by

informing my instruction to the possible benefits technology has on student engagement,

motivation, and learning outcomes.

I think that my research will show that technology is a powerful tool in the classroom if

used correctly. I believe that the resources that technology opens up to teachers will greatly

impact students’ reading comprehension levels. Through the use of audiobooks, tablets, the

internet, laptops, etc., educators can find forms of technology that tailor to a variety of student
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needs and learning styles. I think that my research will show me an increase in student

engagement and motivation in their reading classes. Therefore, I predict that I will find positive

results on reading comprehension, and an overwhelming amount of supportive responses to the

implementation of technology in reading lessons. However, I am confident that there will be

exceptions to my predictions. Some teachers will dislike using any form of technology in their

reading lessons and have a preference for learning comprehension strategies through the use of

print texts. I think that the decision to use or avoid technology primarily has to do with the

comfort level of the teacher with it. Therefore, I predict the majority of teachers will agree to the

effect technology has on student outcomes, but make decisions of implementation based on their

confidence and experience with it.

Review of Literature

My first literature review is of a study conducted by Tobar-Munoz, Baldiris, and Fabregat

(2017). In writing this article, Tobar-Munoz, Baldiris, and Fabregat sought to provide more

evidenced-based research regarding the use of technology, specifically augmented reality (AR)

and game-based learning (GBL), and its effects on students’ reading comprehension and their

motivation to partake in comprehension activities. AR has many benefits in raising student

motivation and engagement, creativity, imagination, and collaboration. Its capacity to explore 3-

dimensional items rather than simply looking at 2D pictures, enriches student learning

experiences and aids in their ability to explore and dig deeper under the surface level of the

content. GBL also promotes student engagement, competition, and collaboration. Providing

purpose to activities in a friendly and educational way, GBL fosters a positive learning

environment. Tobar-Munoz, Baldiris, and Fabregat believe that when there is high motivation

and engagement, students are more involved in their reading and more likely to grow in reading
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comprehension. The ARGBL experiment conducted by the researchers is supported by

Vygotsky’s social-constructivist approach to the learning process, based on social interactions

and play (2017). To carry out their research, a design-based research approach was taken.

Collaborating with some teachers, they created a game incorporating AR to promote reading

comprehension based off of a children’s book where the students had either a tablet or

smartphone and had to complete games on each page they read. By walking around the room

students had to complete tasks on their phone similar to the scenarios occurring in the story. For

example, the elf in their story transformed flowerpots into trees and decorated them. In the game,

students need to change the flowerpots in the room into trees and then decorate them with the

same decorations chosen by the elf in the story. This experiment used fifty-one third through

sixth graders from a school in Colombia. For two weeks the participants partook in the study

while being observed the entire time. There was a control group, those who only read the book,

and an experimental group, those who would play the game, and the participants were assigned

to each one randomly. At the end of the study, the students completed a comprehension

questionnaire to determine their understanding and meaning of the book they read. The data

collected from this experiment shows that there was a drastic difference in student engagement

between the control group and the experimental group. The experimental group with the ARGBL

game had high motivation and engagement, however, this did not support the researcher’s

hypothesis that reading comprehension would be positively affected as well. The findings of

Tobar-Munoz, Baldiris, and Fabregat conclude that students who did not use the ARGBL game

equally comprehended the story that they read as the participants who used the game. However,

when filling out the questionnaire, those who used the ARGBL game were able to provide more

detailed answers based on the reading.

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The information presented in this study was very clear and explicit. Each section of the

article was labeled, making it easy to find information. The experimental process was thorough,

and reasoning was provided behind each step of the procedure ensuring its purpose. The

participants were of a wide age range, so the researchers could observe any similarities in the

participants between age groups also. This research article was empirical; therefore, it contained

many tables and charts that were difficult to understand. There were quite a few sections of the

paper detailing their findings that involved equations and numbers that were challenging to

understand. The study conducted by Tobar-Munoz, Baldiris, and Fabregat assessed students’

reading comprehension after using an ARGBL game. My action research project is looking to

find the effects of technology on reading comprehension. Although, this study did not have as

many positive results in that area, it showed how technology can have a positive effect on student

motivation and engagement with a text, which plays a role in reading comprehension at times.

This experiment was only carried out in one school in Colombia, I would like to see it done in

multiple schools and across countries. Every school and country is unique, so there may be

differing results.

For my second literature review, Jones and Brown (2011) worked together to perform a

study regarding electronic books and traditional print books and their effects on student reading

engagement. Reading engagement is essential to learning and reading achievement, and, as

technology is becoming more and more prevalent in classrooms and being promoted, Jones and

Brown looked to test the relationship between technology, specifically e-books, and their effect

on student engagement, directly connecting to literacy and comprehension. This study sampled

twenty-two third grade students, eleven boys and eleven girls, in a single self-contained

classroom at an urban school in the southeast region of the United States across three reading
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sessions, one traditional print book and two electronic books. Most of the students were at

reading level for their grade, while a couple read below grade level. The students were broken up

into four groups with a combination of boys and girls in each grouping. In the first session, the

print text was given to the students to read together in their groups. The students would take

turns reading for as long as they wanted and then another group member would take a turn. After

the first two chapters were read, the groups were given an activity to complete together to assess

their comprehension and prediction skills. They then continued to read the third chapter, and

upon completion of that part, would be given a comprehension test as well as an enjoyment

survey to be done independently. The second session, followed a similar structure, except that the

story read was an electronic book on a laptop, instead of a print text. Students remained in their

same groups and followed the same style of reading and then passing to another group member.

However, only the reader was allowed to use the text features accompanying the e-book, so the

other group members had to wait for their turn to read in order to test them out and use their full

capabilities. Groups were given a comprehension activity in the middle of the reading, and,

again, had to individually answer a comprehension test and enjoyment survey at the end of the

reading. The third and last session used another e-book and was formatted in the same style as

the second session. At the conclusion of the experiment, students were administered another

enjoyment survey of e-book as a whole. According to the results, the format of the book did not

positively or negatively impact students’ understanding of the setting, characters, and theme of

the story. However, students did prefer the e-books due to the extra features that they provide

such as the pop-up definitions and pronunciation of words, automatic page turning, and the

option of text narration, all contributing to student comprehension.

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The research in this article was well-written. It is clear and precise. Despite there being a

couple graphs and data analysis, I did not have a hard time trying to decipher their meaning.

There were no biases that I could detect, and the information provided was not intended to

support one result over another. I did not like how this study only sample twenty-two students

only in the third grade. For it to be data that can be generalized, it needs to be across grade levels

and be collected in more than one geographical location. Although this study was not directly

assessing the correlation between technology and comprehension, it did play a role. It had a very

similar outcome as the article by Tobar-Munoz, Baldiris, and Fabregat (2017), which

demonstrates that this data does not occur only under these circumstances presented in the study.

I would suggest finding a larger sample size of various grade levels and ages for future direction

of research. I would also suggest performing this study on students with disabilities to see if the

text features of the electronic books impact their engagement and comprehension, which would

aid in my research as I seek to determine the effects of technology on students’ comprehension.

In my third literature review, Wright, Fugett, and Caputa (2013) evaluate electronic

resources to aid student reading comprehension and compare their findings to those who use

paper formats of text. Wright, Fugett, and Caputa also compare the availability of resources in

each modality that are accessible to the public. The study was conducted with three girls between

the ages of seven and nine who were typically developing children without any identified

learning disability. The researchers used an AB experimental design to test the benefits of using

an electronic book compared to that of a paper format of the book. The authors found that both

forms of books had the same effect on the participants vocabulary and comprehension. However,

they did find evidence that the girls were more inclined to take advantage of the accompanying
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reading resources and tools that come with the electronic text, such as word definitions and

highlighting sentences.

The article had many positive aspects to it. It was very easy to read, meaning that the

language of the authors was simple enough while remaining academic at the same time. The

information was relevant to my topic of study, and the authors clearly defined each section of

information, so it was obvious what information they were explaining. Although there were

many positive components to this article, there are a few drawbacks concerning it. The

researchers only used a sample of three participants to test their hypothesis, which is an

extremely small sample of the population in that age range. The more participants they use, the

more they can generalize their findings. Also, the study used different stories in the paper form of

text and the digital text, although the readings were of the same difficulty, the genre of the story

could have had an effect on the participants’ results. This article pertains to the topic of

technology and reading comprehension because the researchers were testing exactly that in the

study. Although Wright, Fugett, and Caputa did not find a significant difference between

comprehension among the different forms of text, that information is, nonetheless, helpful to the

research question to provide a full overview of the effects of technology on students’ reading

comprehension. There are a couple of suggestions for future research that can be taken from this

study. One suggestion is to perform the study with a greater number of participants. Second, I

would like to see the study done with children who have disabilities to determine if there is a

greater effect on their reading comprehension. Finally, it would be beneficial to use a larger age

range in a study to see how older children respond to the digital resource or print text.

For the fourth literature review, Barbara McClanahan, Kristen Williams, Ed Kennedy, 

and Susan Tate (2012) teamed up to perform a case­study to test the effects of the use of an iPad 
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on a fifth grade student, Josh, with ADHD who was currently reading at a second grade level. 

The data was collected by Williams in the classroom over the course of a six­week period, and 

analyzed by McClanahan and Williams afterwards. Williams met with Josh for tutoring at least 

twice a week for twenty minute sessions, where the lessons were broken up to incorporate a 

mini­lesson, a reading passage, a short assessment, recreational reading, and journal writing. The

authors found that the iPad had a drastic impact on Josh’s reading ability and his comprehension.

By the end of the six week period, Josh was reading at a third grade level. Through the use of the

iPad, Josh was able to record himself reading, recognize what he was doing wrong, and realize 

that he can construct meaning from reading passages. He could use a variety of apps on the iPad 

to focus on specific areas of reading needing improvement. Using the iPad’s features to make 

notes, highlight, and access dictionary definitions of new words, Josh learned how to get the 

most out of what he was reading. The researchers also found that Josh would remain still and 

focus while using the iPad for a complete ten minutes at the least, compared to a paper text 

where Josh could barely focus for more than a minute or two.

McClanahan et al. did an excellent job focusing on the iPad’s effects on a student who 

has Attention Deficit/Hyperactivity Disorder. The methodology and reasoning behind each step 

is clearly defined. Each step in the process is justified with references to previous research to 

support their choices concerning the tutoring sessions with the use of the iPad. The word choice 

was reader friendly, which made it easy to read, also the data displayed in the table was clearly 

labeled and explained. However, because this is a case­study only concerning one specific 
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student’s situation, the research cannot be generalized to a larger portion of the population. The 

iPad provides access to many educational applications, but especially ones that can aid student’s 

reading. This study provides pertinent data that exhibits the benefits of technology on reading 

comprehension. ADHD is a common disorder found in children across the globe. More research 

should be done to study the effects of the iPad on children with ADHD but also with other 

learning disabilities. Another suggestion for research is to do another study with students with 

ADHD, but test other forms of technology on the subjects to see if they have similar success.

Methodology

To begin my research, I reviewed studies, empirical and non-empirical, that test the

effects of technology on reading comprehension. By performing a review of literature, I can see

how the results of the incorporation of technology can be generalized to the majority of the

population of the world. Although gathering information from the availability of completed

research was the method by which I collected the predominance of my data, I also performed my

own research. This was done by sending out a survey using Google Forms to teachers who I

know personally as well as reaching out to others through various contacts who were willing to

share it with their colleagues.

The survey was created for teachers who once were or currently are in the teaching

profession because they have the most reliable experience using technology in their reading

classes and can either attest or deny its impact on reading comprehension. The participants

involved in my research live and work all over the country with a range of grade levels. I

personally know that some of the teachers who completed the survey live on the east coast, in the

midwest, and in the south. However, I did not ask a question in the survey of the location where
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the participants work, so I cannot be sure where the majority of the participants are

geographically located. Therefore, I am not conclusive as to whether or not my data can be

generalized to the population in the country or around the world. I shared the survey via

Facebook and email to spread it to a larger population sample, and in turn those participants

could send it to whomever they knew who could contribute to my data collection.

The survey itself was designed to attain a comprehensive understanding of the

participants classrooms and how they go about incorporating technology into their lessons.

Through the variety of questions regarding the type of technology they use, how they incorporate

it, and the affect it has on their students academically, I was seeking to determine the experience

and comfort level the teachers have with technology as well as their overall opinion of using

technology for the sake of comprehension. The survey also asks questions pertaining to the grade

level and classes of the participants to establish some background information to determine if the

data can be generalized to a larger population. The questions were presented in a variety of

formats such as select all that apply, check yes or no, and a short answer question to make the

process of completing the survey more time efficient in order to entice more teachers to complete

the survey. The select all that apply prompts included an option to select “other,” so participants

could add their own response if another answer was better that was not provided. Although the

format of questions was primarily determined out of convenience for the participants, the

integrity of the questions remains and they serve to provide accurate information to answer my

research question.

After I finished receiving my responses, I analyzed the data. Google Forms easily

analyzes the data, providing percentages of answers and organizing them in clear and coherent
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graphs. Using this method, it was a simple task to compare the answers to each other to and

determine the conclusive results of technology’s effects on reading comprehension for students.

Findings

The findings that I will discuss are the results of the survey that the participants in my

action research completed. I received a total of twenty-four responses to my survey with varying

levels of detail regarding specific questions. There was a large group of participants was

elementary teachers from pre-k through fifth grade representing 62.5% of the total participants.

However, there were participants who teach in middle and high schools. Teachers working

grades sixth through eighth grade made up 16.7% of the participants, while high school teachers,

grades nine through twelve, represented 20.8% of the supplied answers. This is significant

because it shows that I have responses from across all grade levels, which means that the

answers of the participants can apply to all ages, rather than just a single grade. These findings

are presented in Figure 1. Also, due to the wide range of grades that the participants are

representing, there are a variety of classes that the teachers are responsible for instructing where

comprehension of the content is equally as important in all the subjects. Often teachers are

responsible for multiple courses, therefore, participants could select more than one answer if

need be. This data is displayed in Figure 2. English language arts (ELA) received the most

responses with 17, which is 70.8% of the responses. The other subjects with high responses were

math, with 15 response and equivalent to 62.5% of the responses, social studies, which had the

same statistics as math, and science, which had 11 responses and made up 45.8% of the answers.

Among other responses were technology, special education, religion, art, computer science, and

handwriting. However, these only had 1 to 2 responses and made up only 4.2% to 8.3% of the

representation. This data served to inform my research as to the variety in courses that teachers
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could potentially incorporate technology for comprehension as well as to report on experiences

in multiple learning environments. The information gathered from both of these questions served

to supplement the background information of the participants.

Figure 1

Figure 2

To determine the comfort level of the teachers with technology and how they

incorporated it into their classrooms, the data from questions regarding whether or not they use
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technology in their classrooms, and, if so, the forms of technology that they have access to and

incorporate into their literacy instruction. Although not every participant used technology, 21

respondents of the 24 replied that they use technology for their literacy instruction, not

necessarily for comprehension though. This translates to 87.5% of the representatives. From this

data, I can deduce that technology plays a large role in the instruction and learning of content, so

it is serving a purpose and not being incorporated simply for the sake of using technology.

Therefore, the forms of technology, if being used properly are assisting in student learning and

should lead to positive outcomes. I also discovered that teachers are incorporating various forms

of technology into their lessons, as displayed in Figure 3. The common form of technology was

the internet, which received 12 responses, followed closely by Chrome Books and smart boards

each having 11 responses. Another standout was laptops, having been selected by 10 of the

participants. The other options to choose from were tablets, smartphones, e-readers, audiobooks,

iPads, or desktop computers. Most of these answers only had 1 to 6 responses, bearing in mind

that the respondents could select multiple answers, so a variety of technology forms were used in

each classroom, not just a single format.

Figure 3
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Just as the information provided above, leads to the assumption that the technology is

serving a purpose, the following responses confirm it. The implementation of technology served

multiple purposes, depending on the teachers’ needs. Answers varied to include research,

formative assessment, increased comprehension, student engagement, creating, collaborating,

and practice with the material. These answers are outlined in Figure 4. Student engagement was

the most common use for technology with 19 responses (79.2%). Using technology to increase

comprehension was the second most chosen answer, which had 15 responses (62.5%), which

reassured my hypothesis for the positive effects of technology on comprehension. Incorporating

technology for collaboration (45.8%), formative assessment (45.8%), and research (41.7%) were

other ways that teachers used technology in their instruction. Although these other purposes for

technology in literacy instruction are not for the sole purpose of comprehension. They do assist

in it in some ways. Student engagement, collaboration, and research lead to comprehension as

the students receive the opportunities to discuss the content and look deeper under its surface
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using the various forms of technology.

Figure 4

This information, however, does not necessarily correlate with a growth in reading

comprehension. Just because the technology is being used to serve a purpose does not mean that

it is working for the students and impacting them the way the educator intends. It is necessary to

analyze the results of technology specifically on reading comprehension to ensure that it is

providing the results for its intended purpose. When asked if the participants used technology for

reading comprehension, 18 (75%) of them answered positively, and the remaining 6 (25%)

replied the opposite. I then further inquired into any observed positive effects of the

incorporation of technology on student comprehension and, if so, how it has aided

comprehension. Concerning the positive effects of technology on comprehension, all 18

participants who responded that they used technology for reading comprehension reported that

they all observed positive effects on their students’ comprehension skills. The teacher responses

detailing how they observed technology impacting reading comprehension were diverse. There

were a few common themes that were found in the majority of the participants answers. Some
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said that technology allows students to encounter texts in multi-modal ways so they can interact

and connect with it, which leads to greater understanding and retention. Using technology that

has audio output so students receive the text through visual and auditory means assists in reading

comprehension for the diverse learning styles of children. Other responses were along the lines

of engagement. Because children are growing up in a world of technology, it has become a part

of their lives. They are familiar with technology and it engages them in whatever they are using

it. Vocabulary tools that technology affords, such as online dictionaries or in-text definitions,

clarify word meanings and allow the reader to find greater meaning in each sentence and the text

as a whole. However, there were a couple responses that were to the contrary of technology’s

benefits on reading comprehension. These participants explained that they view technology more

of a distraction from the content because students can easily access games for enjoyment rather

than for their education. One of the participants in this kind, did go on to say that he uses online

tool for fluency development in his students. Fluency is a necessary component of

comprehension, so the students reading comprehension will benefit from their increase in

fluency. This data supports my hypothesis that technology, any form of it, when used correctly

can benefit students’ ability to comprehend texts.

Overall, the majority of participants support the use of technology in their lessons for

reading comprehension. To complete my data collection, I asked the participants if they would

recommend the incorporation of technology to aid comprehension. The same 18 participants

(75%) who use technology in their classrooms for this purpose and have observed its positive

effects, endorse its implementation in all classrooms. Although, I wish my research would have

had more positive results from the participants, a 75% recommendation rate for technology is

still reasonable and promotes technology in the classroom.

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Recommendations

After the completion of my research and comparing the data to the findings in the

literature reviews, it is apparent to me that more research needs to be conducted before coming to

a sound conclusion as to the effects of technology on the reading comprehension of students.

There are many more factors to consider when performing research that I did not include in my

surveys such as the opportunities for professional development where teachers have been

instructed on how to use the technology themselves and how it should be properly implemented

into their lessons. Also, it would be beneficial to know the age at which the teachers who

participated in my study were. The younger that a teacher is the less years they have in the field

and less experience with teaching strategies. However, younger teachers might also be more

knowledgeable on the forms of technology and be more willing to use them in their classrooms.

Whereas, older, more experienced educators may be set in their methods because they have been

using them their entire teaching careers with great success, so they will be less likely to change

their ways to include technology.

In my study, the data cannot be generalized to different areas of the country or world

because I failed to include a component to my survey where the participants were from. I can,

however, generalize my data across grade levels because I received answers from teachers who,

as a whole, work in grades pre-k through 12. If data can be generalized, it makes it much more

reliable because it will apply to more than just the participants in a specific study. Also, the

research presented in my finding only accounts for twenty-four teachers in the field of education.

Although they provided reliable data based on their observations and experiences, it is a very

small sampling of the number of educators who could attest or deny the benefits of technology

on reading comprehension.
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The data that I collected will serve to inform my instruction. As a pre-service teacher, I

discovered a myriad of studies that have already been conducted with research indicating the

potential supportive implications of technology on student learning. Through partaking in this

action research, I feel that I am better prepared to serve my future students as an educator, and I

will continue to aid my professional development by seeking out more information on teaching

strategies. Those in the field of education are continuously looking to improve their methods of

instruction, and new studies and research are being conducted to test the latest strategies. It is the

duty of educators to keep themselves informed in order to provide their students with the best

education possible so the student will be able to succeed in all areas of life.
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References

Jones, T. & Brown, C. (2011). Reading engagement: A comparison between e-books and

traditional print books in an elementary classroom. International Journal of instruction,

4(2), 5-22.

Lysenko, L. V. & Abrami, P. C. (2013). Promoting reading comprehension with the use of

technology. Computers & Education, 75, 162-172.

Mangen, A., Walgermo, B., & Bronnick, K. (2013). Reading linear texts on paper versus 

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Appendix A
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