Jenson, Jennifer2019-03-052019-03-052018-09-062019-03-05http://hdl.handle.net/10315/35792This study investigated the impact of the absence and presence of digital technology as part of a daily literacy program on second grade elementary students reading achievement, skill development and engagement, collaboration and learning, and student and parent perceptions of reading ability and engagement. A mixed methods approach including PM Benchmark Assessments, video footage, questionnaires, and interviews, was incorporated. Students in the Integrated iPad Literacy Program (IiLP) demonstrated greater gains than students in the Critical Reflective Literacy Program which used an approach that did not include technology. Both student and parent perceptions paired greater reading engagement with greater reading ability. With findings suggesting that infusing technology, multiliteracies, and multimodalities into a literacy program positively impacts student literacy and thinking development, recommendations for altering current literacy programs are discussed.enAuthor owns copyright, except where explicitly noted. Please contact the author directly with licensing requests.Elementary educationElectronic Thesis or Dissertation2019-03-05MultiliteracyCritical LiteracyMixed MethodsDigital Literacy21st Century CompetenciesPrimary EducationNew LearningModels of PedagogyReflective PedagogyEmpowering Modern LearnersMeaning MakingMultimodal DiscourseMultimodal DesignMetacognitionGoal SettingQuasi-Experimental DesignPre-Test-Post-Test Control Group DesignComposite ScoresComparative AnalysisNew London GroupiPad StudyTechnology LiteracyDaily FivePM BenchmarksRepeated Measures ANOVAL2ELLEnglish as a Second LanguageEnglish Language LearnersPleasureReading EngagementWritingSpellingWord WorkWriting WorkshopWord StudyMotivationParent SurveyStudent Survey