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EJ960556 - A Breakthrough for Josh: How Use of an iPad Facilitated Reading Improvement

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ERIC #:	EJ960556
Title:	A Breakthrough for Josh: How Use of an iPad Facilitated Reading Improvement
Authors:	McClanahan, Barbara; Williams, Kristen; Kennedy, Ed; Tate, Susan
Descriptors:	Attention Deficit Hyperactivity Disorder; Intervention; Elementary Education; Reading Improvement; Grade 5; Reading Instruction; Education Courses; Preservice Teacher Education; Special Needs Students; Educational Diagnosis; Tutoring; Preservice Teachers; Reading Difficulties; Metacognition; Educational Technology; Electronic Publishing; Computer Assisted Instruction; Instructional Effectiveness; Educational Strategies; Pretests Posttests; Handheld Devices; Assistive Technology
Source:	TechTrends: Linking Research and Practice to Improve Learning, v56 n3 p20-28 May 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Date:	2012-05-00
Pages:	9
Pub Types:	Journal Articles; Reports - Evaluative
Abstract:	As part of a diagnosis and tutoring project in an elementary education reading course, a pre-service teacher was encouraged to use an iPad as the vehicle for intervention strategies with a fifth grade struggling reader with Attention Deficit Hyperactivity Disorder. The device not only helped the student focus attention, it facilitated his becoming much more metacognitive in his reading. Comparisons of pre- and post-assessments showed that the student had gained one year's growth in reading within a six-weeks time period. The student also gained in confidence and sense of being in control of his learning. While generalizations to other struggling readers with Attention Deficit Hyperactivity Disorder cannot be made, the success this student experienced suggests that the use of this device is worth serious consideration and research in similar contexts.
Abstractor:	As Provided
Reference Count:	38

Note:	N/A
Identifiers:	N/A
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-8756-3894
Audiences:	N/A
Languages:	English
Education Level:	Elementary Education; Elementary Secondary Education; Grade 5; Higher Education; Postsecondary Education
Direct Link:	http://dx.doi.org/10.1007/s11528-012-0572-6

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