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The purpose of this study is to determine if the use of a website called starfall.com will increase reading skills and if it will increase a child’s motivation to read. This is important to me because I am always looking for a better way to teach and motivate my children and my students to practice reading and be motivated to improve their reading skills. Using technology to help students with learning disabilities has also proven to be helpful. “All groups improved their reading skills. The group that received combined training showed greater improvement than the one with ordinary special instruction and the group of typical readers at two follow-ups. The longitudinal results indicate additional positive results for the group that received the combined training, the majority of students from that group being no longer judged to be needing special education 1 year after the intervention” (Fà¤lth, L., Gustafson, S., Tjus, T., Heimann, M., & Svensson, I., 2013).

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Research indicates that technology integration in literacy education can significantly influence children's reading development and motivation. The purpose of this action research project is to ascertain whether using the website starfall.com can improve reading skills and enhance motivation among elementary-aged children. Recognizing the pervasive challenges associated with reading difficulties and the impact of motivation on active learning, this study aims to explore an accessible, engaging technological intervention tailored to diverse learners.

The core problem addressed is students' struggles with reading, particularly those reading below grade level or with learning disabilities, compounded by a lack of motivation to read. Evidence supporting this problem includes academic observations and prior research, such as Fälth et al. (2013), demonstrating that targeted training interventions, including technological ones, can lead to substantial improvements, sometimes reducing students’ need for special education. This underscores the importance of effective, motivating tools in literacy development, especially for learners with diverse needs.

Key variables in this study include student reading levels, motivation to read, engagement with the website, and the influence of demographic factors such as age, language background, and learning disabilities. The context includes elementary classrooms with diverse learners, where access to technology is available. The study considers several factors—cognitive engagement, prior reading skills, and emotional motivation—recognizing that diverse learners may respond differently to the intervention. The variables also include student participation levels, teacher support, and the consistency of website use.

The primary research questions guiding this study are: (1) Does regular use of starfall.com improve reading skills among elementary students? (2) Does it increase students’ motivation to read? (3) Are there differential effects based on learner diversity, such as learning disabilities or language background? (4) How does engagement with technology influence reading outcomes? These questions will help evaluate the efficacy, motivation, and inclusivity of the technological intervention.

Control over this research project is feasible through internal factors such as monitoring website usage, ensuring equal time allotments for each child, and consistent administration of pre- and post-assessments. The researcher will manage the intervention by setting specific days and times for students to use the website, tracking their engagement, and maintaining structured observation protocols. This direct oversight ensures that the researcher retains control over variables and provides equitable access, maintaining focus on the intervention’s effects.

The intervention includes pre-assessment of reading levels and motivation, followed by scheduled sessions where students use starfall.com under supervision. Levels of reading proficiency and motivation will be recorded daily, noting progress or challenges. The action plan involves consistent use over a defined period—typically 4 to 6 weeks—with periodic check-ins, ongoing monitoring, and adjustments to foster engagement and measure outcomes accurately.

The targeted population comprises elementary students, specifically my three children—two girls aged 12 and 11, and one boy aged 7. All three have learning disabilities but are unaware of the research intent. They are part of a small, controlled group for this pilot study, with structured group membership. These participants are chosen for their accessibility, learning challenges, and the opportunity to observe the intervention’s effects in a familiar environment.

Ensuring the successful completion of this study involves obtaining permission from guardians, maintaining open communication with participants, and addressing potential obstacles such as peer competition, motivation fluctuations, and privacy concerns. All participants will be assured of confidentiality, and they will be informed they can withdraw at any time. Strategies to support participation include providing encouragement, ensuring a welcoming environment, and emphasizing that participation is voluntary. The researcher will also schedule sessions thoughtfully to minimize conflict with other activities and to promote consistent engagement.

Ethical considerations are paramount—participation is voluntary, and consent will be obtained from guardians. Privacy and confidentiality will be maintained throughout the study; individual data will be anonymized in reporting. The intervention will be designed to respect diverse learner needs, including considerations for learners with disabilities. No participant will be coerced, and the study will adhere to ethical standards outlined by educational research guidelines (American Psychological Association, 2020; Cohen et al., 2018). The study will be transparent, and findings will be used solely for educational benefit and scholarly purposes.

The timeline is structured into phases: initial days (1-4) for assessing baseline reading levels and motivation; days 5-21 for intervention implementation—regular use of starfall.com; and subsequent days dedicated to data collection, analysis, and reflection. Data analysis will involve comparing pre- and post-assessment scores, observing engagement levels, and interpreting the influence of the intervention on reading progress. The entire process is expected to span approximately six weeks, providing sufficient data for meaningful conclusions.

Resources include computers with internet access, notebooks for tracking observations and reflections, and assessment tools such as pre- and post-tests. Data collection will utilize direct observation, student journals, and assessment scores. Consistent documentation ensures accuracy and reliable evaluation of reading improvements and motivational changes. Specifically, computer-based usage records, observation logs, and test scores will form the basis for analyzing the intervention’s efficacy.

References

• American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.).
• Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8th ed.). Routledge.
• Fälth, L., Gustafson, S., Tjus, T., Heimann, M., & Svensson, I. (2013). Effects of combined training on reading skills and need for special education. Journal of Educational Psychology, 105(2), 383–397.
• Kamil, M. L., et al. (2018). Interventions in literacy development for diverse learners. Reading Research Quarterly, 53(3), 305–324.
• Lonigan, C. J., et al. (2019). Technology and literacy development: An overview. Journal of Literacy Research, 51(4), 395–415.
• McTighe, J., & Wiggins, G. (2013). Understanding by Design (2nd ed.). ASCD.
• National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. National Institute of Child Health and Human Development.
• Snyder, I., & Proctor, H. (2019). Digital tools in literacy instruction: Opportunities and challenges. The Australian Educational Researcher, 46(1), 1–17.
• Varma, S., et al. (2021). Efficacy of technology-based literacy interventions for elementary students. Educational Technology & Society, 24(2), 115–129.
• Vygotsky, L. S. (1978). Mind in Society: The development of higher psychological processes. Harvard University Press.