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ERIC Number: EJ1063714
Record Type: Journal
Publication Date: 2015
Pages: 13
Abstractor: As Provided
Reference Count: 30
ISSN: ISSN-0741-9325
Using an iPad® App to Improve Sight Word Reading Fluency for At-Risk First Graders
Musti-Rao, Shobana; Lo, Ya-yu; Plati, Erin
Remedial and Special Education, v36 n3 p154-166 May-Jun 2015
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.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; 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
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)