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Research & Reports

Technology

Generation M2: Media in the Lives of 8 to 18 Year-Olds

Author: Victoria J. Rideout, Ulla G. Foehr, and Donald F. Roberts; Kaiser Family Foundation

Summary: The study shows data behind media use and ownership among young people over the past 5 years, which includes television, music/audio, computer, video games, print, and movies, with even more specified media in each category. It compares media use across ages, races, and genders. It also explores the relationship with other things such as physical activity and grades, as well as people’s purpose in using media.

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Tags: Books and Other Reading Materials; Intervention; Parent Involvement and Outreach / PTA;

Target Population: Elementary, Middle, High School

Research Questions the Report Poses: Which media are young people using, and how much? How does media use vary across ages and races?

Findings:

  • Kids are using media more than ever in the past.
  • Media consumption varies by age: 11-14-year-olds consume the most by far (12 hours a day); younger kids (8-10-year-olds) read more than older kids; older teenagers (15-18-year-olds) listen to more music than anyone else.
  • Boys consume more media than girls, especially in video games and computers, though girls spend more time on social media, music, and print media.
  • The disparity in media use between races has drastically increased (doubled) since 2004- Minority kids (Black and Hispanic) use 4.5 hours more of media than do white kids.

Policy Recommendations:
The findings should be used by policymakers addressing national media policies, parents curious of their children’s media habits, and educators, advocates, and public health groups concerned with the impact of media on youth, and those interested in the educational and informational potential of media in young people’s lives.

To order a hard copy of the report, contact:
orders@kff.org

Rideout, V.J., Foehr U.G., & Roberts D.F. (2010) Generation M2: Media in the Lives of 8-to 18-Year-OIds. Washington, D.C.: Kaiser Family Foundation.

Learning to Read in the Computer Age: Developing Reading Engagement

Author: Center for Applied Special Technology / Anne Meyer and David Rose

Summary: Learning to Read in the Computer Age is part of a series entitled From Reading Research to Practice, edited by Jeanne Chall. Chapter 4, "Developing Reading Engagement," is available online through the Center for Applied Special Technology (CAST) and explores factors that contribute to student engagement with text, including instruction, challenge, feedback, scaffolding, interest, and learning contexts. The chapter concludes with a discussion of how computer learning can foster engagement in each of these areas.

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Tags: Instructional Programs;

Target Population: Preschool, Elementary

Findings:

  • In order to fully utilize technology in teaching children to read, considering the superficial factors that make computers engaging is not enough.
  • It is important to take note of certain key features of computer games, such as the adjustment of challenges and support to match developing skills.
  • Motivating readers goes beyond adding entertainment value: computer software can be used to provide support, encouragement and interest appropriate to each student in learning to read.

To order a hard copy of the report, contact:
The print version of this book is available to order online through Amazon.com or by phone from Brookline Books at 1-800-666-BOOK.

Meyer, A, & Rose, D. (1999). Developing reading engagement. In Learning to Read in the Computer Age (Chapter 4). Wakefield, MA: Center for Applied Special Technology.

Technology and Teaching Children to Read

Author: Diana Sherman, Glenn Kleiman, and Kirsten Peterson

Summary: This article shares strategies for effectively implementing technology within K-6 reading programs. Research-based guidelines from the National Reading Panel report (NRP, 2000) frame the discussion about the potential uses of multimedia digital technology to enhance reading instruction.

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Tags: Comprehension; Fluency; Motivation; Phonics; Phonological Awareness; Reading; Vocabulary;

Target Population: Preschool, Elementary, Middle, High School

Research Questions the Report Poses: What does recent research say about the benefits of technology in helping students learn to read?

Findings:

  • Available research points to many possibilities for technology to enhance reading instruction.
  • Decisions about the effective uses of technology need to be based on an understanding of the school or district reading program.
  • Understanding of the potential uses of technology and a careful analysis of the alignment between the needs of the reading program and the capabilities brought by the technology is vital.
  • Technology can help make a good reading program more effective, but technology's value depends upon the quality of the overall reading program and the thoughtful and careful implementation of technology.

Policy Recommendations:
N/A

To order a hard copy of the report, contact:
N/A

Sherman, D., Kleiman, G., and Peterson, K. (2004). Technology and Teaching Children to Read. Education Development Center.