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The Dispositions of Professional Educators Contemplating The Use of The Readingpen as a Motivational Factor to Increase Reading Fluency

The Dispositions of Professional Educators Contemplating The Use of The Readingpen as a Motivational Factor to Increase Reading Fluency
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Author(s): Heather Naleppa (Duquesne University, USA)
Copyright: 2006
Pages: 3
Source title: Emerging Trends and Challenges in Information Technology Management
Source Editor(s): Mehdi Khosrow-Pour, D.B.A. (Information Resources Management Association, USA)
DOI: 10.4018/978-1-59904-019-6.ch274
ISBN13: 9781616921286
EISBN13: 9781466665361


This project is intended to examine the relationship between the implementation of the Readingpen® and the dispositions of professional educators towards the impact the pen has on motivating students to increase their Reading fluency and comprehension. In the past, research has indicated that the Readingpen® does in fact increase Reading fluency by acting as a motivational tool (The Readingpen® Group, 2005). However, additional data must be collected to support the notion of a student utilizing this pen and developing an increase in Reading fluency as a result of being more motivated. More importantly, what are the dispositions of professional educators on the impact the pen has as a motivator to increase student success in Reading? To date, the limited evaluative research involving the pen has been performed by the company manufacturer: Therefore, it is imperative that objective, independent researchers, such as myself, conduct additional research. Up to date, most research has focused on student/pupil usage. However, it is important to consider what teachers feel (dispositions) about the pen in the first place for integration to be done well. If they do not approve then there is no way for researchers such as us to measure pupil usage. Therefore, in order for this question to be answered, professional educators were asked to participate in a research-based project on their dispositions of the Readingpen® acting as a motivational tool to increase Reading fluency and comprehension success. The Readingpen® was first introduced seven years ago. In that first year, the main purpose of the pen was a small translation tool for international executives. Currently, over 1 million pens have been sold worldwide in 35 different countries. One of the early propositions for the use of the Readingpen® in the classroom was to assist students with reading disabilities. However, many realized that the pen might have more to offer which resulted in schools asking this important question: Can this tool be a valuable benefit in K-12 reading instruction (The Readingpen® Group, 2005)? In an attempt to answer this above question, US technology experts were assigned to evaluate the use of the Readingpen® in the K-12 educational market. Conducting several case studies, the technology experts gathered initial positive feedback simply stating that the Readingpen® acted similarly to a math calculator, a personal assistant that results in the acceleration of student success. A 6th grade Readingpen® case study educator states, “I have seen reluctant readers begin to read more as a result of having the additional support of the Readingpen®” (The Readingpen® Group, 2005). Many of the educators’ research disclosed that they were able to integrate the Readingpen® into various subjects within the curriculum. However, others stated that their main concentration of use was primarily in the language arts department: reading, spelling, vocabulary, and SSR or Silent Sustained Reading (The Readingpen® Group, 2005). The Readingpen® has many key features for the K-12 educational classroom. First and foremost, its small unique size enables it to be labeled as an easily accessible tool ready for use. Some of the features included with this intuitive, friendly tool are: built in LCD Screen where words are displayed, provides synonyms in response to vocabulary, and built in speaker and headphones (T.H.E. Journal, 2005, p. 1).

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