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1 – 1 of 1Jessica D. Redcay and Sean M. Preston
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…
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.
Details