Using an iPad® App to Improve Sight Word Reading Fluency for At-Risk First Graders. (May 2015)

• Record Type: Journal Article
• Authors: Musti-Rao, Shobana; Lo, Ya-yu; Plati, Erin
• Is Part Of: Remedial and special education. Volume 36:Number 3(2015:May/Jun.)
• Page Start: 154
• Page End: 166
• Publication Date: 2015-05
• Subjects: sight word fluency -- iPad® instruction -- computer-assisted instruction -- academic engagement; Special education -- Periodicals; Learning disabilities -- Periodicals; 371.905
• DOI: 10.1177/0741932514541485
• Languages: English
• ISSNs: 0741-9325

Abstract

We used a multiple baseline across word lists design nested within a multiple baseline across participants design to examine the effects of instruction delivered using an iPad® app on sight word fluency and oral reading fluency of six first graders identified as at risk for reading failure. In Study 1, three students participated in teacher-directed iPad® instruction to learn sight words. In Study 2, three other students participated in self-mediated iPad® instruction. We measured sight word fluency and oral reading fluency in both studies; In addition, we measured academic engagement in Study 2. Results showed increases in sight word fluency during the iPad® instruction, but limited gains were seen in oral reading fluency. The three participants in Study 2 consistently achieved high levels of engagement during the iPad® instruction compared with engagement during independent reading time. The benefits of using technology in the classroom and directions for future research are discussed.