Computer-Assisted Use of Reading-through-Writing Method in Relation to Technical Literacy and Reading Motivation

Abstract

The purpose of this study was to investigate how computer-assisted use of Reading-through-Writing (RtW) method relates to the level of literacy and reading motivation of school children in grades 1 and 2 (N = 261–385). The research also explored the extent, to which the RtW method was perceived as useful among teachers and by school children with lower reading and writing skills. The research was implemented as a quasi-experimental two-year follow-up study. The experimental group (N = 34–35) was taught by applying the RtW method, as defined by Trageton (2007). The control data (N = 227–350) were sourced from the first phase (2006–2011) of the First Steps Study: Interaction and Learning within Child-Parent-Teacher Triangle. This research employed the embedded mixed methods research design. The quantitative data were obtained from 7 literacy tests and 3 reading motivation tests. The qualitative data were gathered from the study diaries filled by the teachers (N = 3), the interviews carried out with the school children (f = 19) and videos recorded during the lessons (f = 6). The results of this study have shown that the use of RtW method enriched the children’s experience of learning to read and write, although it did not have significant enhancing effect on technical literacy or reading motivation in the experimental group.