Teaching reading to students with learning disabilities: Effects of combined iPad-assisted and peer-assisted instruction on oral reading fluency performance

Mize, Min; Bryant, Diane Pedrotty; Bryant, Brian R.

doi:10.1080/10400435.2018.1559896

Cited by 10 publications

(11 citation statements)

References 27 publications

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“…As measured by CWPM twice a week, both intervention groups outperformed their baseline and the control group in reading fluency. Mize et al (2019) examined the effect of an iPad app called K12 Timed Reading Practice on reading fluency. The app presented unfamiliar text at the instructional reading level of the students.…”

Section: Fluencymentioning

confidence: 99%

Technology-based interventions for children with reading difficulties: a literature review from 2010 to 2020

Alqahtani

2020

Education Tech Research Dev

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Technology-based interventions have been used to improve reading skills for students with reading difficulties. Thus, many literature reviews and meta-analyses have investigated the effectiveness of this type of intervention; however, constant changes in the technology field make it important to review the most recent studies and how these studies were implemented to improve reading skills for students who performed below their peers. This literature review synthesizes the most recent published studies on technology-based interventions for children with reading difficulties. Forty-five research-based studies published from 2010 to 2020 were reviewed and synthesized. The studies were categorized by the five reading skills as reported by the National Reading Panel (National Reading Panel, Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction, National Institute of Child Health and Human Development, Washington, DC, 2000). Descriptions of the studies' characteristics and interventions as well as an analytical review were provided. The majority of technology-based interventions targeted fluency skills and used computer programs, while vocabulary skills and tablet-based interventions were the least-targeted skills and tools. Most of the studies introduced intervention as independent practice, then as small groups, and then as one-to-one interventions.

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Section: Fluencymentioning

confidence: 99%

Technology-based interventions for children with reading difficulties: a literature review from 2010 to 2020

Alqahtani

2020

Education Tech Research Dev

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“…These findings suggested that tablet devices such as iPads hold promise for children with autism in terms of improving communication, developing social skills behaviors, and to motivate them to engage and participate. Similar studies with tablet devices targeting learners on the autism spectrum indicate that they may support the distinctive needs of these learners (Hetzroni & Israel, 2019;Mize et al, 2020;Muharib et al, 2019). The metaanalysis on academic effects conducted by Aspiranti et al's (2020) among ASD learners showed positive results.…”

Section: Discussionmentioning

confidence: 80%

“…Besides, tablet devices are more and more affordable, flexible, and a socially acceptable tool with features that have the potential to motivate learners with ASD to learn and to enhance their communication performance (Lorah et al, 2013; Mize et al, 2020). Existing studies have found positive outcomes on tasks including checking spelling (Kagohara et al, 2012); learning graphic symbols for enhancing participation (Hetzroni & Israel, 2019); and teaching functional skills (Goo et al, 2019), numeracy skills (Jowett et al, 2012), on-topic conversational responses (Sng et al, 2020) and oral reading fluency (Mize et al, 2020). Another example is Muharib et al’s (2019) study using GoTalk NowTM application for iPads with ASD learners with a history of challenging behavior.…”

Section: Use Of Tablet Devices In the Classroommentioning

confidence: 99%

Tablet Devices in the Classroom: Their Instructional Role with Children on the Autism Spectrum

Correia

Halabi²

2021

Journal of Educational Technology Systems

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Understanding the instructional role of tablet devices while teaching a group of learners diagnosed with autism was the purpose of this research study. Five children diagnosed with autism participated in activities involving traditional paper and pencil and tablet devices. Observations and interviews with learners and one teacher were conducted. The case study provided an understanding of the motivational impact tablet devices potentially have on learners on the autism spectrum concerning engagement and participation in learning activities. The study also revealed that technology in general and tablet devices, in particular, are used in the classroom as reward mechanisms and entertaining strategies to seize and retain the learners’ attention to achieve instructional goals.

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“…A mixture of hands-on and iPad-assisted approaches was found effective for improving oral reading fluency of 5 th -grade students with special needs. Such an approach revealed a positive impact on oral reading fluency (Mize et al, 2019). For example, tablet PCs' impact was investigated on children with reading difficulties by Gasparini and Culén (2012).…”

Section: Use Of Tablet Pcs In Education For Children With Sendmentioning

confidence: 99%

“…Computer-assisted teaching and learning have been used for several decades to improve academic achievement. For the last decade, mobile technologies have been one of the central topics of education research as the opportunities digital mobile technologies have increased, such as with anytime anywhere access to resources (Mize, Bryant, & Bryant, 2019). The use of touchscreen devices also changed how assistive-technology is perceived in educational settings as digital technology has become more of a day-to-day tool than mounted into a part of the school and only accessed within the four walls of institutions (Moreno, 2020).…”

Section: Introductionmentioning

confidence: 99%

Exploring the Use of Touchscreen Devices for Children With Special Educational Needs and Disabilities: Digital vs Traditional

Durgungoz

2021

EJSE

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This research explores the use of touchscreen devices with children with special educational needs and disabilities (SEND) regarding their engagement with schoolwork. The participant children’s attention, interaction and success with tablet computers and traditional materials were evaluated to fulfil the research aims. The study was conducted in a special needs education institution in Turkey. Video recording and observation were used to collect data. Seven students with different special needs participated in this study. Four sessions were held with each child; two sessions were held with traditional materials, and the other two sessions were held with the touchscreen device. Paired Sample T-Test was used to assess children’s attention and interaction time within two different conditions. Wilcoxon Test was used to analyse the success of children. The results show that the participants’ attention time was longer with the touchscreen device. Children’s interaction time and their success with the device were related to the mobile application. Observation data indicated that not all aspects of the applications were suitable for the students, which negatively affected their learning experience. This study concludes that although an increase of interest in introducing a new tool might have a primary role in the participants’ engagement, digital mobile devices could become indispensable for children with SEND. Therefore, more efforts should be canalised into developing mobile software that is carefully tailored for specific disabilities and individual needs. Article visualizations:<img src="/-counters-/edu_01/0729/a.php" alt="Hit counter" />

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Teaching reading to students with learning disabilities: Effects of combined iPad-assisted and peer-assisted instruction on oral reading fluency performance

Cited by 10 publications

References 27 publications

Technology-based interventions for children with reading difficulties: a literature review from 2010 to 2020

Technology-based interventions for children with reading difficulties: a literature review from 2010 to 2020

Tablet Devices in the Classroom: Their Instructional Role with Children on the Autism Spectrum

Exploring the Use of Touchscreen Devices for Children With Special Educational Needs and Disabilities: Digital vs Traditional

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