The Effect of Using an I-Pad as a Learning Tool to Improve Reading Fluency
Advisor Information
Brian McKevitt
Location
Milo Bail Student Center Ballroom
Presentation Type
Poster
Start Date
8-3-2013 1:00 PM
End Date
8-3-2013 4:00 PM
Abstract
This research study, titled "The Effect of Using an I-Pad as a Learning Tool to Improve Reading Fluency" used an I-Pad as a learning intervention for students who were not meeting the standard requirements for their grade level in reading fluency. The purpose of this study was to examine whether the use of an I-Pad as a learning tool increased reading fluency beyond a student's typical improvement rate given regular instruction. Three 3rd grade students, who had fallen behind in reading, but do not meet the standards to qualify for the special education program, were selected by the Title 1 teacher of Underwood Elementary School. Baseline data was first collected, using oral reading fluency curriculumbased measurements; the author began working with the participating students on improving their reading fluency skills through using the I-Pad programs designed to help students read at a better pace. The first student started the intervention on the third day, followed by the second student starting on the 10th day and 17th day for the third student. Students worked with the I-Pad program for up to 30 minutes a day. This study was conducted over a twelve week period. The researcher found that the students increased the words per minute more than the expected growth in words per minute each week according to AimsWeb. The students also decreased the amount of reading errors for each reading. Further studies with larger sample sizes should be collected to help support these data findings.
The Effect of Using an I-Pad as a Learning Tool to Improve Reading Fluency
Milo Bail Student Center Ballroom
This research study, titled "The Effect of Using an I-Pad as a Learning Tool to Improve Reading Fluency" used an I-Pad as a learning intervention for students who were not meeting the standard requirements for their grade level in reading fluency. The purpose of this study was to examine whether the use of an I-Pad as a learning tool increased reading fluency beyond a student's typical improvement rate given regular instruction. Three 3rd grade students, who had fallen behind in reading, but do not meet the standards to qualify for the special education program, were selected by the Title 1 teacher of Underwood Elementary School. Baseline data was first collected, using oral reading fluency curriculumbased measurements; the author began working with the participating students on improving their reading fluency skills through using the I-Pad programs designed to help students read at a better pace. The first student started the intervention on the third day, followed by the second student starting on the 10th day and 17th day for the third student. Students worked with the I-Pad program for up to 30 minutes a day. This study was conducted over a twelve week period. The researcher found that the students increased the words per minute more than the expected growth in words per minute each week according to AimsWeb. The students also decreased the amount of reading errors for each reading. Further studies with larger sample sizes should be collected to help support these data findings.