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2015 - Eleventh International Congress of Qualitative Inquiry Words: 140 words || 
1. Schons, Ciara. and Isbell, Janet. "Engaging with E-Readers: Teacher and Student Perspectives on E-Readers in Secondary English Classrooms" Paper presented at the annual meeting of the Eleventh International Congress of Qualitative Inquiry, University of Illinois at Urbana-Champaign, Urbana, Illinois, May 20, 2015 <Not Available>. 2019-09-14 <>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Engaged reading is essential to learning both inside and outside the classroom. English language arts teachers struggle to help students overcome reading challenges every day, and the remedy for many of the difficulties could be as simple as e-reader technology. Understanding effective classroom e-reader use enables teachers to bridge the gap between students’ outside literary experiences and in-class learning. Our presentation describes an interpretive case study that used observations, interviews, and participant journaling to explore e-reader technology use in secondary English language arts classrooms. The study examined both teacher and student perceptions on using e-reader technology to read assigned materials. Participants perceived that e-reader usage enabled students to become more engaged with the text and to make academic gains. The research expands on a growing body of literature on e-reader use and points to the importance of further e-reader research.

2012 - LRA 62nd Annual Conference Pages: unavailable || Words: 2199 words || 
2. Gillis, Victoria., Peagler, Dennise., Marshall, Megan. and Headley, Kathy. "Reading Nooks: Affordances of e-book readers for struggling adolescent readers" Paper presented at the annual meeting of the LRA 62nd Annual Conference, Sheraton San Diego Hotel & Marina, San Diego, CA, Nov 28, 2012 Online <APPLICATION/PDF>. 2019-09-14 <>
Publication Type: Roundtable
Review Method: Peer Reviewed

2017 - Comparative and International Education Society CIES Annual Meeting Words: 470 words || 
3. Lynd, Mark. and Lewis, Andrew. "A journey of “Non Readers” towards “Readers”: A case study of Sindh Reading Program, ICT-Based Formative Assessment" Paper presented at the annual meeting of the Comparative and International Education Society CIES Annual Meeting, Sheraton Atlanta Downtown, Atlanta, Georgia, <Not Available>. 2019-09-14 <>
Publication Type: Panel Paper
Abstract: The Sindh Reading Program (SRP) is a USAID-funded project designed to improve reading in primary schools in Sindh province of Pakistan by providing teachers with face-to-face teacher training and school-based support, and by providing teaching and learning materials (TLMs) to improving reading instruction and learning. These interventions aim to close gaps identified in SRP’s 2014 baseline in which about half of all students were unable to read a single word on the Oral Reading Fluency task on an Early Grade Reading Assessment (EGRA).

In order to strengthen its teacher training and materials interventions, SRP initiated the use of ICT-based formative assessment (FA). In this program, SRP lead the administration of FA in supported schools and provide assessment results to program managers in order to make informed decisions about improving training and materials provided by the project. SRP also developed an approach for using FA results to provide teachers with real-time information on their students’ progress and difficulties, and to facilitate discussion on strategies for improving teaching and learning. By providing feedback on student performance to teachers. SRP added formative assessment (FA) to its intervention design because many students in Sindh province are struggling with reading as shown in various assessments results conducted by ASER, PEAC, SAT and Pakistan Reading Projects. Moreover these challenges were also figured out through SRP’s internal baseline study.

There is growing body of literature (Carless, 2012; Frohbieter, Greenwald, Stecher, & Schwartz, 2011; Klenowski, 2009; Pham & Renshaw, 2015) suggesting that; because program implementers and teachers lack detailed, real-time information concerning the kinds of reading learning difficulties students are experiencing, instruction remained more generic and less helpful of learners who are struggling with readers. After the significant impact of Black and Wiliam’s research on highlighting the crucial role of assessment for learning in 1998, the formative assessment method gained significant interest due to its ability of strengthening the relationship between assessments, learning and teaching. The tool of formative assessments can help in refining teaching practices and instruction can be more guided using FA results.
SRP’s approach to FA included samples of entire Grade 1 and 2 classes, and in its initial stages, also focused on the needs of nonreaders, or “zero-score” students – ones who were unable to read a single word on the Oral Reading Fluency task at baseline. In this development period, FA optimized information about nonreaders in order to inform SRP interventions, and to help teachers understand what types of strategies to use to help this struggling group.

This presentation will highlight the introduction of SRP ICT-based FA design, and describe the process followed by SRP in identifying and supporting non-readers as well as the results of Non-Readers, a sub-set of grade-2 students, who were found common all three points during one academic year. The various trends of Non-readers will be shared in this platform.

2012 - ATE Annual Meeting Pages: unavailable || Words: 570 words || 
4. Miranda, Twyla., Williams-Rossi, Dara., Johnson, Kary. and McKenzie, Nancy. "What We Teacher Educators and Community Leaders Learned about Technology Implementation: Digital Readers in the Hands of Reluctant Middle School Readers" Paper presented at the annual meeting of the ATE Annual Meeting, Hyatt Regency Riverwalk Hotel, San Antonio, Texas, Feb 11, 2012 Online <PDF>. 2019-09-14 <>
Publication Type: Multiple Paper Format
Review Method: Peer Reviewed
Abstract: Presentation will describe the implementation and community collaborative research study of a three year grant from Rotary International, which funded e-readers for students in reading improvement classes at a large urban middle school.

2016 - LRA Annual Conference Pages: unavailable || Words: unavailable || 
5. Hikida, Michiko. "“A Very Good Reader”: A Case Study Of One Black Boy’s Reader Identity Development" Paper presented at the annual meeting of the LRA Annual Conference, OMNI Nashville, Nashville, Tennessee, Nov 29, 2016 Online <PDF>. 2019-09-14 <>
Publication Type: Individual Paper
Review Method: Peer Reviewed

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