Use tablet computers in Response to Intervention for self-recorded reading, electronic graphic organizers, and electronic text notation¶

Strategy · All strategies
Evidence · 3 claims (3 for) · 1 study (1 design), q1 · 0 of 1 report an effect size · 3 claims rest on one study

Description¶

The authors encourage teachers to explore how tablet computers can support struggling readers while awaiting formal research. They recommend that RtI teachers "consider experimenting with tablet computers to allow students to gain insight into their reading by hearing themselves read," to improve comprehension with electronic graphic organizers, and to support interaction with passages through electronic notation in the text. Teachers differentiating instruction may also let students work in stronger learning modalities while developing weaker ones.

Design Implications¶

Context¶

Requirements¶

• eBooks with self-recording capability becoming available
• teacher willingness to experiment with tablet devices

Constraints¶

• Recommended while awaiting published research identifying which factors actually produce gains for struggling readers

Target Learners¶

• Struggling readers in Response to Intervention programs
• Students with ADHD

Target Learning Goals¶

• Reading comprehension
• Self-monitoring of reading
• Engagement with text

Claims¶

• After introduction, the student used the INSERT text-marking strategy consistently and independently, suggesting transfer [+W]
• The iPad helped a student with ADHD focus attention and become more metacognitive about his reading [+W]
• Recording and listening to his own read-alouds helped the student read more accurately and comprehend more than following a teacher's read-aloud [+W]

Related Strategies¶

• Miscue Analysis
• Text Illustrations With Graphic Organizers
• Running Records
• Audiobooks & E-books

Examples¶

-

Key Sources¶

• McClanahan, B., Williams, K., Kennedy, E., & Tate, S. (2012). A Breakthrough for Josh: How Use of an iPad Facilitated Reading Improvement. TechTrends, 56(3). https://link.springer.com/journal/11528