RM Winter 2016 FLIP

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Reading Matters
Research Matters
| 10| Reading Matters | Volume 16 • Winter 2016 |
will help me assess and better understand my students. I can
then take that information and build lessons and units to address
problem areas and include things that students enjoy as well.
I propose further research be done to determine how
attitudes impact student learning. Further research should also
be done on how attitudes change through a series of lessons.
Interviews may be needed to fully understand how the students’
thinking changed about revising and editing their writing.
Implications
Today many elementary students are very comfortable with
technology. They are eager to learn new technological skills
and absorb the new information easily. They were born with
technology surrounding them and are excited to learn new ways to
use it. However, many teachers lack access to technology (Howley,
Wood, & Hough, 2011; Purcell, Heaps, Buchanan, & Friedrich, 2013).
Small devices such as iPads and digital cameras are seldom found
in elementary classrooms even though they can be excellent
learning tools for students. Helping teachers get the tools they
need should be a priority for those making funding decisions.
Many students enjoy using technology; students who are
struggling or reluctant are no exception. Struggling and reluctant
learners are sometimes given basic rote memorization tasks or
more simplistic work to help them be successful in individual
work. Students who are always doing rote memorization to
catch up are often disengaged and uninterested in learning
leading them to slip further behind. While basic skills are
essential for these students to grow and continue to grow
as learners, we must use engaging tasks to challenge and
meet the needs of struggling and reluctant writers.
References
Bogard, J.M., & McMackin. M.C. (2012). Combining traditional and new literacies
in a 21st-century writing workshop. The Reading Teacher, 65(5), 313-323.
doi:10.1002/TRTR.01048
Graham, S., & Sandmel, K. (2011). The process writing approach: A meta-analysis.
The Journal of Educational Research, 104, 396-407. doi:10.1080/00220671.2010.4
88703
Hartley, J., & McWilliam, K. (Eds.). (2009). Story circle: Digital storytelling around
the world. West Sussex, U.K.: Wiley- Blackwell Publishing.
Hicks, T. (2013). Crafting digital writing: Composing texts across media and genres.
Portsmouth, NH: Heinemann.
Howley, A., Wood, L., & Hough, B. (2011). Rural elementary school teachers’
technology integration. Journal of Research in Rural Education , 26(9). Retrieved
from .
Kear, D. J., Coffman, G. A., & McKenna, M. C., Ambrosio, A.L. (2000). Measuring
attitude toward writing: A new tool for teachers. Reading Teacher, 54(1), 10-23.
Kittle, P. (2003). Reading practices as revision strategies: The gossipy reading
model. The Quarterly, 23(3), 32-37.
Purcell, K., Heaps, A., Buchanan, J., & Friedrich, L. (2013). How teachers are using
technology at home and in their classrooms. Washington, DC: Pew Research Center’s
Internet & American Life Project.
Simkins, M., Cole, K., Tavalin, F., & Means, B. (2002). Increasing student learning
through multimedia projects. Alexandria, VA: Association for Supervision &
Curriculum Development.
Sylvester, R. & Greenidge, W.L. (2009). Digital storytelling: Extending the potential
for struggling writers. The Reading Teacher, 63(4), 284-295.
Tobin, M. T. (2012). Digital storytelling: Reinventing literature circles. Voices from
the Middle, 20(2), 40-48.
Troia, G. A., Lin, S., Cohen, S., & Monroe, B. W. (2011). A year in the writing
workshop. Elementary School Journal, 112(1), 155-182.
Wright, V. H., &Wilson, E. K. (2011). Teachers’use of technology: Lessons learned
from the teacher education program to the classroom. SRATE Journal, 20(2), 48-60. 
Monica Gatti ) recently completed her Masters’
degree in Elementary Education at Western Carolina University where
she focused her research on how to engage reluctant writers. She is
passionate about continuing to research how to engage students
in learning to foster their development as life-long learners.
Kelly N. Tracy ) is an assistant professor
of literacy at Western Carolina University in Cullowhee, NC
where she lives with her husband and two daughters, Ella
and Madelyn. Kelly’s research interests include writing
pedagogy and writing professional development.