From Paper To Pocket: Using Technology To Inform Literacy Intervention In A Kindergarten Classroom

Abstract

The purpose of this study was to describe the initial implementation of handheld, mobile technology as a progress monitoring tool specifically to gather pre-reading DIBELS Initial Sound Fluency data. Three kindergarten teachers participated and used the technology-assisted data to differentiate small-group reading instruction and to strengthen phonemic awareness for 15 kindergartners identified most at-risk. Changes in teacher attitudes and behavior were measured by a Stages of Concern Questionnaire (SoCQ), specifically designed for assessing attitudinal understanding about educational innovation. In addition, Levels of Use Interviews tracked individual reactions to the innovation. Overall findings revealed that participants experienced accelerated positive change in their attitudes and behaviors about technology integration. Handhelds served as a responsive solution to DIBELS progressive monitoring and informed sound educational decisions. 3