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ERIC Number: ED551931
Record Type: Non-Journal
Publication Date: 2012
Pages: 134
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2678-4128-5
An Investigation of Using iPod Fluency Apps and Repeated Reading with Self-Recording for CLDE Students
McCarty, Deanna J.
ProQuest LLC, Ed.D. Dissertation, Northern Arizona University
School districts are struggling with how to meet the needs of culturally and linguistically diverse exceptional (CLDE) students. Research has correlated improvement in core language learning--writing, reading decoding, reading comprehension, and listening--with the use of iPods. This dissertation therefore examines the ability of current, portable technology to help meet the needs of CLDE students. This multi-baseline, single-subject design study examines how reading skills of CLDE students can be directly impacted by a simple-step reading intervention program that focuses on using hand-held technology (the iPod Touch), repeated readings, and self-recording. Five students who are LEP and identified as learning disabled in reading fluency were introduced to biweekly interventions using the iPod, repeated readings, and self-reflection. Statewide DIBELS monitoring was used to measure oral reading fluency growth and Galileo testing was used to measure reading comprehension. The results were positive, indicating an effective method for enhancing the reading skills of CLDE students in the resource setting in a manner that can be generalized to the general education classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)