A Breakthrough for Josh: How Use of an iPad Facilitated Reading Improvement

Autor/inn/en	McClanahan, Barbara; Williams, Kristen; Kennedy, Ed; Tate, Susan
Titel	A Breakthrough for Josh: How Use of an iPad Facilitated Reading Improvement
Quelle	In: TechTrends: Linking Research and Practice to Improve Learning, 56 (2012) 3, S.20-28 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-3894
DOI	10.1007/s11528-012-0572-6
Schlagwörter	Attention Deficit Hyperactivity Disorder; Intervention; Elementary Education; Reading Improvement; Grade 5; Reading Instruction; Education Courses; Preservice Teacher Education; Special Needs Students; Educational Diagnosis; Tutoring; Preservice Teachers; Reading Difficulties; Metacognition; Educational Technology; Electronic Publishing; Computer Assisted Instruction; Instructional Effectiveness; Educational Strategies; Pretests Posttests; Handheld Devices; Assistive Technology + Suchen Sie Ihr Suchwort? Elementarunterricht; School year 05; 5. Schuljahr; Schuljahr 05; Leseunterricht; Fortbildungskurs; Lehramtsstudiengang; Lehrerausbildung; Sonderpädagogischer Förderbedarf; Pedagogical diagnostics; Pädagogische Diagnostik; Förderkonzept; Nachhilfeunterricht; Reading difficulty; Leseschwierigkeit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Unterrichtsmedien; Elektronisches Publizieren; Computer based training; Computerunterstützter Unterricht; Unterrichtserfolg; Lehrstrategie
Abstract	As part of a diagnosis and tutoring project in an elementary education reading course, a pre-service teacher was encouraged to use an iPad as the vehicle for intervention strategies with a fifth grade struggling reader with Attention Deficit Hyperactivity Disorder. The device not only helped the student focus attention, it facilitated his becoming much more metacognitive in his reading. Comparisons of pre- and post-assessments showed that the student had gained one year's growth in reading within a six-weeks time period. The student also gained in confidence and sense of being in control of his learning. While generalizations to other struggling readers with Attention Deficit Hyperactivity Disorder cannot be made, the success this student experienced suggests that the use of this device is worth serious consideration and research in similar contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10