NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1045205
Record Type: Journal
Publication Date: 2014-Dec
Pages: 21
Abstractor: As Provided
Reference Count: 50
ISSN: ISSN-1053-0819
Effects of an iPad-Supported Phonics Intervention on Decoding Performance and Time On-Task
Larabee, Kaitlyn M.; Burns, Matthew K.; McComas, Jennifer J.
Journal of Behavioral Education, v23 n4 p449-469 Dec 2014
Despite their recent popularity in schools, there is minimal consensus in the educational literature regarding the use of mobile devices for reading intervention. The word box intervention (Joseph "Read Teach" 52:348-356, 1998) has been consistently associated with improvements in student decoding performance. This early efficacy study examined an iPad-supported approach to the word box intervention. The participants were three students from the same first grade classroom, all of whom lacked basic decoding skills and two of which were English language learners. The research question was evaluated with a multielement single-case experimental design that compared the standard materials to an equivalent iPad application. Results did not reveal a clear pattern on measures of decoding across the participants. Time on-task was high for both conditions for all three participants. Results indicated a need for future study of mobile-supported reading interventions in similar contexts.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A