Improving second grade student’s reading fluency and comprehension using teacher-guided iPad^® app instruction

Abstract

Purpose

This study aims to examine the differences in second grade students’ reading fluency and comprehension scores when using varying levels of teacher-guided iPad^® app instruction to determine effective reading practices.

Design/methodology/approach

This study reports the results of the quasi-experimental pre–post study by providing differences in fluency and comprehension scores between the experimental and control groups.

Findings

This study provides new ways for teachers to use teacher-guided iPad^® app instruction.

Research limitations/implications

Differences between the two groups and pre-test scores could have skewed or accounted for variance in the results reported in the research study.

Practical implications

It is possible for other teachers and researchers to use teacher-guided iPad^® app instruction in new ways to improve reading fluency and comprehension scores.

Originality/value

This study provides new research to demonstrate the relationship between the use of a specific app and teacher-guided instruction with second grade students’ reading fluency and comprehension scores.

Citation

Redcay, J.D. and Preston, S.M. (2016), "Improving second grade student’s reading fluency and comprehension using teacher-guided iPad^® app instruction", Interactive Technology and Smart Education, Vol. 13 No. 3, pp. 218-228. https://doi.org/10.1108/ITSE-12-2015-0035