1. E-books offer several features that increase engagement for struggling readers while boosting their confidence. One key feature is read-aloud or text-to-speech functionality, which allows readers to hear the text as they follow along, reinforcing word recognition and comprehension. This helps build fluency and reduces frustration, especially for those who have difficulty decoding words. Another important feature is interactive support such as clickable definitions, pronunciation tools, and visual aids, which help readers independently clarify unfamiliar words or concepts. This sense of control empowers them and makes reading feel more manageable. Additionally, customizable display options such as adjustable font size, background color, and spacing, allow readers to tailor the reading experience to their individual needs, especially those with dyslexia or attention difficulties. By removing common barriers and supporting independence, these features help struggling readers engage more deeply with texts and build the confidence they need to persist and grow as readers.
2. Ferris’s article outlines three key reasons why the brain prefers reading on paper. First, paper supports stronger spatial memory, allowing the brain to form a mental map of the text such as remembering where on the page certain information appears which helps improve comprehension and recall. Second, paper offers fewer distraction
s, providing a focused reading experience without the interruptions of links, notifications, or other digital temptations that often accompany screens. Lastly, paper encourages deeper processing by promoting a slower, more reflective reading pace. Readers are more likely to reread, pause, and think critically about what they’re reading, whereas digital formats tend to encourage skimming. These factors combine to make reading on paper more engaging and mentally effective.
In the 2011 study Ferris cited, students performed equally well on paper and screen when timed. However, when untimed, the paper group scored 10% higher likely because paper reading promotes deeper processing and sustained attention. Without time pressure, students using paper probably took more time to review, reflect, and check their answers, while those on computers may have skimmed or clicked through more quickly, treating the task less seriously.
To close this gap, educators can train students in digital test-taking strategies such as how to annotate digitally, pace themselves, and resist rushing through. Limiting distractions by using secure browsers, encouraging thoughtful reading practices, and giving students practice with online formats can build digital discipline. Clear expectations, time for review, and consistent exposure to meaningful online tasks will help students treat digital assessments with the same care, effort, and seriousness as traditional paper exams.
3. HyperDocs and Wakelet are valuable tools for supporting inquiry-based learning, promoting student engagement, choice, and exploration. HyperDocs offer structured yet flexible lessons, but a concern is that students may rush through tasks without deep thinking. It can also be challenging to differentiate for diverse learners, like struggling readers or English language learners. Wakelet allows teachers to curate articles, videos, and links in one space, encouraging student research. However, too many resources can overwhelm students, and there’s a risk they may consume content passively instead of analyzing it. Both tools are effective when paired with clear guidance and thoughtful design that supports critical thinking.
Q1. According to the article 5 Digital Tools and apps teachers can use to support formative assessment in the classroom by Kathy Dyer three features of e-books that could increase engagement for struggling readers would be one, interactive elements which would make learning fun—such as polls, jeopardy style games, Kahoot, etc. this would increase confidence for a reader because it allows reading to be digested in a light-hearted fun way, it shows receptivity, and allows feedback for the student. Second, visual support and media incorporated in lessons that are heavily text based such as animations, videos, images, etc and it allows the exploration of different technology platforms educators can utilize such as BrainPOP, Buncee, Five Card Flickr, and so much more which provide creative resources, engagement for teacher and student but also help the student internalize the material in a way that’s noy only through text which would in turn help their confidence in the long run. Lastly, audio and visual support is a feature that would increase engagement because not all students have one type of learning style. We are all individuals who have different needs that need to be met, some may be more receptive through digital tools like Edpuzzle, Vocaroo, Flip, etc because this allows students to show us their understandings in fun and creative ways. Students can then follow along with a reading in other ways that incorporate audio with subtitles, content can be tailored to meet individualized needs. Students’ comprehension and fluency increase when they hear words spoken out loud, and this can boost confidence, for those who learn best by listening.
Q2. There are many reasons why the brain prefers reading on paper over a screen. Reading on a screen show to be more mentally draining it requires more focus and energy, which affects comprehension. However, reading on paper helps people absorb and remember information better because of practical processing methods. Comprehension also shows to be six to eight times stronger than when reading from a real book according to the article, The Case for Paper: Books vs. E-readers by Heather Rose Artushin. Another reason why the brain prefers reading on paper over a screen is because of the physical structure of a paper book helps the brain stay focused. According to Ferris Jabr, “An open paper book presents a reader with two clearly defined domains—the left-and right-hand pages—and a total of eight corners with which to orient oneself” (Jabr, 2013). This physicality gives readers a better sense of where they are in the text, and turning the pages creates a mental reference point that helps with the comprehension and memory parts of reading. Lastly, reading on paper can feel more engaging and creates a sense socialness; through practices such as book clubs, book studies, and so on. As for the study referenced by the author on paper vs. computer exams, I think the reason students scored 10% higher on the untimed paper test is because reading on paper helps in recalling information, there’s comprehension processing occurring and since it is physical, notes can be taken along with structure and orientation within the exam, an untimed exam also helps students focus better and process the material more meaningfully because there are no constraints within the environment. In my classroom, to ensure practical approaches in assessments, I would create quiet, focused environments for testing, encourage them to take notes on paper while they work, teach strategies that help them slow down and reflect as they read digital material and also lean into old fashioned ways of teaching by encouraging the use of physical books if they would like and giving them a choice between reading our materials either digitally or on paper for studying purposes. I think it’s important to understand us educators that while advancements in the digital world are significant and impactful, it’s also okay to lean into old habits if that’s what works better and is convenient and suitable for both teacher and student. I think this would possibly help my students to treat the assessment with the same seriousness and effort they would if it were on paper.
Q3. Some concerns I would have over inquiry based online activities is making sure my students would actually use it, since AI is becoming well known and used I would want them to be sure they are finding the material through the resources I provide rather than relying on AI to do the work for them, I would also be concerned with whether or not the information from the resources align and make sense for the students so that it gives them accurate information and aligns with the curriculum and learning standards for the class; which of course would be something I would have to be sure to do. I also feel like it would somewhat take away from my responsibility as a teacher. I would not want my students to feel like they have to teach themselves, or give them a sense of feeling overwhelmed since all the material is presented and laid out especially if they learn best through real life interactions and knowing that the brain prefers paper for it’s physical structure, that is something I would also want to be mindful of and take into consideration for all my students.
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