Graduation Date

12-2014

Document Type

Master's Thesis

Degree Name

Master of Science

Department or Program

Education

Department or Program Chair

Elizabeth Truesdell, Ph.D.

First Reader

Elizabeth Truesdell, Ph.D.

Second Reader

Madalienne Peters, Ed.D.

Abstract

Many educators consider using educational iPad apps to supplement literacy curriculum and facilitate greater student engagement. Student literacy achievement is crucial at the lower elementary level. Students who do not progress through the grade level literacy standards of the Common Core State Standards need intervention instruction to achieve mastery. The purpose of this paper is to examine the effectiveness of using iPad apps based instruction in reading intervention programs for second and third grade students.

This study followed a mixed method approach, a pretest, post-test quasi experimental design where students enrolled in an after school reading intervention program used iPad educational apps to improve literacy. Participants in the focus group used specifically designed educational iPad apps aligned to specific Common Core State Standards in literacy. Data were collected using student pretest and posttest information and teacher and researcher observations. Students were assessed using standardized, literacy pretest and post-tests. For the duration of the study, the teachers and the researcher recorded observations of student progress. Teacher notes on student performance were analyzed for commonality.

Results indicated that all students in the study improved in literacy mastery by the end of the study. English language learners also demonstrated gains in literacy skills.

In conclusion, the study demonstrated that the use of iPad apps in building mastery of literacy skills of students in second and third grade has a positive effect. Under certain conditions, iPad apps are useful in literacy instruction.

Share

COinS