The Effectiveness Of I-Pad Technology To Enhance Reading Fluency
Advisor Information
Brian McKevitt
Location
Dr. C.C. and Mabel L. Criss Library
Presentation Type
Poster
Start Date
6-3-2015 9:00 AM
End Date
6-3-2015 10:30 AM
Abstract
Previous studies suggest that the use of these technological devices improve performance in a variety of academic areas, including reading fluency. However, little research has been conducted on the effectiveness of I-Pads as intervention tools for reading fluency when compared to traditional reading fluency interventions. In the present study, three second grade students who were not meeting standard requirements for their grade level in reading fluency were recruited to examine whether the use of the I- Pad repeated reading intervention increased reading fluency at a rate beyond improvement rates when given regular reading instructions as well as when given a traditional repeated reading intervention. Using a multiple baseline design, each student was first given regular instructions to establish baseline reading fluency rates, and, at staggered times throughout the twelve-week study, were then exposed to the traditional repeated reading intervention for three weeks. Finally, each student was given the I-Pad repeated reading intervention for the remainder of the study. Results indicated that, although the rate of improvement in reading fluency increased for all students from baseline to the traditional repeated reading intervention, the rate of improvement in reading fluency was even greater when using the I-Pad repeated reading intervention for two of the three students than when given the traditional intervention. These results provide evidence that the use of an I-pad repeated reading intervention is not only effective, but may be more effective than a traditional repeated reading intervention.
The Effectiveness Of I-Pad Technology To Enhance Reading Fluency
Dr. C.C. and Mabel L. Criss Library
Previous studies suggest that the use of these technological devices improve performance in a variety of academic areas, including reading fluency. However, little research has been conducted on the effectiveness of I-Pads as intervention tools for reading fluency when compared to traditional reading fluency interventions. In the present study, three second grade students who were not meeting standard requirements for their grade level in reading fluency were recruited to examine whether the use of the I- Pad repeated reading intervention increased reading fluency at a rate beyond improvement rates when given regular reading instructions as well as when given a traditional repeated reading intervention. Using a multiple baseline design, each student was first given regular instructions to establish baseline reading fluency rates, and, at staggered times throughout the twelve-week study, were then exposed to the traditional repeated reading intervention for three weeks. Finally, each student was given the I-Pad repeated reading intervention for the remainder of the study. Results indicated that, although the rate of improvement in reading fluency increased for all students from baseline to the traditional repeated reading intervention, the rate of improvement in reading fluency was even greater when using the I-Pad repeated reading intervention for two of the three students than when given the traditional intervention. These results provide evidence that the use of an I-pad repeated reading intervention is not only effective, but may be more effective than a traditional repeated reading intervention.