Integrating an iPad App Into Literacy Instruction for Struggling Readers: Teacher Perceptions and Student Outcomes

• In Event: 49.089 - Poster Session 9
  In Poster Session: 49.089-3 - E-Learning, E-Readers, and Information and Communications Technology Literacy

Abstract

We conducted a focused study of one element of literacy learning, letter identification, in the context of Reading Recovery, a 1-1 early literacy intervention with demonstrated effectiveness (What Works Clearinghouse, 2013). We used a mixed-methods design to investigate the viability of using an iPad application for letter identification learning in place of magnetic letters in Reading Recovery lessons. Our goal was to describe both the impact on student learning and on teachers’ perceptions about integrating technology into their instruction.

Authors

• Emily M. Rodgers, The Ohio State University

• Jerome V. D'Agostino, The Ohio State University

• Sinead J Harmey, Queens College

• Katherine Brownfield, The Ohio State University - Columbus