The Use of an iPad Facilitated Reading Improvement: A Case Study

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Title of the Project: How Use of an iPad Facilitated Reading Improvement Statement of the Problem: Josh, a fifth grade student with ADHD, was a struggling reader for whom modifications in the classroom had been largely ineffective. The project was designed to find out if tutoring sessions, in which an iPad was used, would make a significant difference in Josh's reading achievement. Review of the literature: Technology use in education Target audience: Educators who work with struggling readers Organization of the project: Tutoring plan developed for individual student Peer assessment plan: None presented Form: Paper published in professional journal When the iPad was launched in 2010, one of the marketing promises made by Apple was that it would revolutionize education. It is too soon to say this goal has been achieved. The technology is expensive to implement on a wide scale in public schools, most of which already face budget challenges without the added expense of these devices and training for staff. However, there is a growing body of literature that documents the success of the iPad in educational settings. The study by McClanahan, Williams and Tate (2012) follows the progress of a fifth grade student, Josh, who has a diagnosis of Attention-Deficit/Hyperactivity Disorder (ADHD) and struggles with reading. To date, there has been little research on the use of technological interventions to support the academic efforts of students with ADHD (McClanahan,

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