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THE IMPACT IPADS HAVE ON READING SKILLS

The Impact iPads have on Reading Skills for Early Childhood Students

Lindsey Marsh

Kutztown University of Pennsylvania

LLT 575

Spring 2018
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THE IMPACT IPADS HAVE ON READING SKILLS
Table of Contents

Title Page………………………………………………………………………………………….1
Table of Contents………………………………………………………………….………………2
Abstract……………………………………………………………………………………………3
Introduction………………………………………………………………………………………..4
Statement of the Problem………………………………………………………………………...5
Statement of Hypothesis…………………………………………………………………………5
Definition of Terms………………………………………………………………………………6
Review of Related Literature……………………………………………………………………...6
Methods…………………………………………………………………………………………..11
Participants……………………………………………………………………………………….12
Instruments………………………………………………………………………………………12
Design……………………………………………………………………………………………13
Procedure………………………………………………………………………………………...13
Data Collection Method and Analysis…………………………………………………………...14
Time Schedule …………………………………………………………………………………..16
Budget…………………………………………………………………………………………...18
References……………………………………………………………………………………….19
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THE IMPACT IPADS HAVE ON READING SKILLS
Abstract

This paper investigates the potential of iPads for supporting literacy learning versus the

traditional teacher-centered method of instruction. There is also a focus on teachers' and

students' perceptions concerning the impact of using iPads for the purpose of teaching

reading. Focus groups, Group A and Group B will be conducted with kindergarten students and

their teachers. Fifty percent of each of four classrooms will use a traditional method of

instruction for teaching these skills and the remaining 50 percent will use iPad applications. The

goal of this relevant research study is to determine if teacher-centered instruction, learning-

centered instruction, or a combination of both works best. The distinction between the most

effective way these two groups learn will have future consequences in determining the most

advantageous manner to teach early literacy skills at Jaindl Elementary School. Considerations

for early literacy through the use of technology should include access to sufficient technology,

time for students and teachers to learn technology applications, and technology support. Teacher

knowledge, experience, and attitudes are fundamental to teaching early literacy skills. Whatever

method or methods of instruction is deemed appropriate, professional development workshops

will be beneficial for new teachers as well as returning teachers.

Keywords: Technology Integration, Traditional Teaching Methods

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THE IMPACT IPADS HAVE ON READING SKILLS

Introduction
Technology in the classroom is here to stay. As an educator of young children, it is

important to identify best practices for promoting early reading success. Before the advent of

technology, the traditional paper-pencil method of teaching children to read was

dominant. Though educators are excited about technology in the classroom, many are not quite

sure of the best way to implement it in regards to teaching reading skills.

There is a continuous increase in the use of technology in schools, but research shows

that it is underused (Gray, Mills & Aieasian, 2010). Research also shows that even with

increased access, there is a lack of evidence that teachers are effectively integrating technology

into their classrooms (Keengue, Onchwari, & Wachira, 2008). This has been confirmed by

(Cheung & Slavin 2012) when they state, “While research has shown that technology can offer

valuable tools for developing early literacy, kindergarten teachers are still struggling to integrate

them effectively (988).

Topic Statement & Purpose

Children have diverse experiences when learning to read. They have different resources

and support systems available to them prior to kindergarten. No one teaching method or

approach is likely to be the most effective for all children (Strickland, 1994). A capable teacher

will scaffold her instruction using a variety of strategies which take into consideration each

student’s diversity, prior knowledge, and manner in which he or she learns best. Thus, the

purpose of this study is to investigate if the use of iPads within an early childhood setting has an

impact on reading skills.

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THE IMPACT IPADS HAVE ON READING SKILLS

Relevance

Technology is an integral part of life. There needs to be more definitive knowledge about

whether the use of iPads plays a key role in the classroom, specifically, if this mobile technology

can translate to ease of learning and promotion of better reading skills for early childhood

learners. These digital novices are living in a world inundated with technology and if it serves a

useful educational role at this age, it may translate to learning, collaborating, and solving

problems in their futures.

Hypothesis
Students respond differently to words printed on a page versus words appearing on screen.
A predicted example of this would be that students who work on a phonics activity will have a
significant difference in greater recall accuracy as shown by immediate feedback compared to
those who practiced the activity digitally. Consequently, the hard copy of a lesson would
afford better concentration resulting in increased conceptual understanding, application and
retention. Frustration and eventually boredom may occur, which results in disengagement
from the task and lower levels of achievement (Frenzel, Barchfeld, &Perry, 2011). The
hypothesis for this proposed research is that although the students using technology may be
more engaged in the process initially, the students using traditional methods of instruction
will have a better understanding of foundational reading skills.

Guiding Research Questions

• What are ways to identify basic similarities and differences between technology-rich
learning versus paper-pencil method?

• What are the perceptions of the students in each group regarding their assigned
instructional activities?
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THE IMPACT IPADS HAVE ON READING SKILLS

• What are the major challenges involved with both methods of instruction?

Definition of Terms
Technology Rich Learning: The process of designing learning opportunities that focuses on
using technology as a tool to address learner needs and curriculum goals.

Digital Native: A person born or brought up during the age of digital technology and therefore
familiar with computers and the Internet from an early age.

Early Childhood: The period from birth to eight years old, is a time of remarkable growth with
brain development at its peak.

Early Literacy: The information that children know about reading and writing before they
actually read or write.

Teacher Cognition: In-service teachers' self-reflections; beliefs and knowledge about teaching,
students, and content; and awareness of problem-solving strategies endemic to
classroom teaching.

A Review of Related Literature

Traditional Versus Technology

Before the advent of technology, the traditional paper-pencil method of teaching children

to read was dominant. However, it is evident that technology in the classroom is here to

stay. As an educator of young children, it is important to identify the most significant

approaches for promoting early reading success. The primary purpose of this review is to shed

light on background information in this area that will be beneficial to not only teachers and

students, but also reading specialists, educational technology specialists, and policy makers as

they attempt to understand, process, evaluate, and implement effective uses of technology in

early literacy programs. A determination must also be made as to whether or not this is the best

avenue to proceed. Compared to the plethora of information available regarding traditional

methods of teaching children to read, research concerning digital methods to enhance reading
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THE IMPACT IPADS HAVE ON READING SKILLS
instruction is in its infantile stage. In part, this is a reflection on the fact that technological

capabilities that are the most useful have only become available and affordable for widespread

use. A number of research studies have been conducted to determine the impact of using

technology, specifically iPads, on children's learning. One such study by Newman (2017),

focusing on using tablets and apps concluded that they could positively affect emergent literacy

skills.

Children have diverse experiences when learning to read. They have different resources

and support systems available to them prior to Kindergarten. No one teaching method or

approach is likely to be the most effective for all children (Strickland, 1994). A capable teacher

will scaffold her instruction using a variety of strategies that will take into consideration each

student's diversity, prior knowledge, and ways he or she learns best. It is crucial to investigate

whether or not the use of iPads in an early childhood setting has more of an impact on reading

skills than its predecessor, the paper-pencil method.

A new generation of students is entering today’s school systems. They are children who

were born into a world immersed in technology, such as smart phones, computers, and iPads,

who are sometimes referred to as digital natives. These children are different learners from their

predecessors, who grew up using traditional methodology as a way of learning. According to

Jorgensen (2007), educators need to recognize the differences of these students so as not to

create a gap in learning. Even though there are a large number of technological tools available

today, school systems have not fully integrated them in the classroom in meaningful ways that

can support learning (Collins & Halverson, 2009).

Another emerging and underexplored area to focus attention on is perspective teachers. Lei

refers to these preservice teachers as digital natives in a study that examines their experience
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THE IMPACT IPADS HAVE ON READING SKILLS
with technology as well as their attitudes, strengths, and weaknesses. Oliver, Osa, & Walker

(2012) launched a quantitative study which examined how prospective teachers were trained

regarding integrating instructional technology into their activities for the purpose of improving

learning, with the results indicating that teacher preparatory programs need to be revamped.

Though educators are excited about technology in the classroom, many are not quite sure

of the best way to implement it in regards to teaching reading skills. There is a continuous

increase with instructional technology, but research shows that it is underused (Gray, 2010).

Research also shows that even with this increased access, there is a lack of evidence that teachers

are effectively integrating technology into their classrooms (Keengue, Onchwari, & Wachira,

2008). This has been confirmed by Cheung & Slavin (2011) when they report, "While research

has shown that technology can offer valuable tools for developing early literacy, kindergarten

teachers are struggling to integrate them effectively".

The Building Blocks Of An Effective Early Literacy Program

Whether traditional methodology (paper-pencil method) or modern technology is utilized, the

foundation of teaching children to read includes basic components: phonic awareness;

vocabulary, fluency, and text comprehension. Each plays an important role. Phonics awareness

instruction is necessary to aid students in learning how to separate speech into individual sounds

in order to form words. This is an essential for phonics and instruction, which helps students

determine the relationship between sounds and letters. Phonics instruction helps children

recognize words as well as decode new ones. Vocabulary instruction helps students increase the

number of words for which they know the meaning, including the concept that different words

have different meanings. Fluency instruction plays a key role in helping students learn to read

more quickly and accurately. It also is important in incorporating proper intonation. Text
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THE IMPACT IPADS HAVE ON READING SKILLS
comprehension instruction aids students in developing strategies for understanding the material

they are reading. Such strategies include monitoring understanding, answering questions about

the text as well as pinpointing key ideas for the text. Combined with prior knowledge, students

use all of these factors to build meaning about what they are reading. Mastering these skills

contributes to conventional reading success (Foulin, 2005).

Traditional Methodology

The teacher plays a dominant role in the traditional format for teaching children to read,

which can also be referred to as the paper-pencil method. This method involves teacher-centered

interaction with the students playing a passive, but attentive role. The responsibility to ensure

that learning will take place falls directly on the shoulders of the educator. The students' role is

to listen to concepts, rules, procedures, explanations, and examples so that they will be able to

use this knowledge to improve their literacy skills. Students are presented with information and

then given the opportunity to practice, with the desired goal being to learn to read. The paper-

pencil method involves committing words to memory, drilling of the information, repeating and

applying, question and answer practice, guided writing practice, and assigned homework to

reinforce the concepts to be learned. The teacher spends an abundance of time transmitting

knowledge to students.

Technology Integration

Technology can provide a variety of activities and practices that incorporate the essential

building blocks of an effective early literacy program. By integrating text, sound, and moving

images, varied learning styles of students can be addressed. Applications have students
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THE IMPACT IPADS HAVE ON READING SKILLS
matching sounds with pictures that begin with that sound, blending together a sequence of

sounds to form a word, and viewing pictures of objects that rhyme. These software programs

can also provide immediate feedback to let students know if their answers are correct or if

additional hints and chances are needed for improvement. Areas that students have not

sufficiently mastered can be pinpointed and individualized. It is noted in a study by Muis,

Ranellucci, Trevors, & Duffy (2015), that the immediate feedback that iPad applications can

offer may heighten engagement and learning outcomes. The use of technology in the classroom

creates a shift of responsibility from teacher-centered to student-centered instruction. This shift

allows teachers more time to work with individual students and students to work with each

other. Ideally, this type of format will help students understand and apply new reading

processes.

Summary

The present findings that iPads could be a positive tool in helping students be more in

charge of their learning is evident, but limited. Although studies have shown that students are

more engaged and experience higher levels of motivation when using iPads compared to

traditional paper-pencil methods for learning, this does not yet translate to higher levels of

literacy achievement (Schmidt, 2012). Newman (2017) concludes that the effects of tablets and

apps on the development of emergent literacy skills requires further investigation. Aside from the

lack of current studies available to confirm or dismiss the positive use of technology versus

tradition, the limitations of teachers' experience with their use as well as affordability and

availability cannot be discounted. Given that not enough research has been done on the use of
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THE IMPACT IPADS HAVE ON READING SKILLS
iPads as learning tools, past experiences with technology can help inform and guide future use of

tablets in the classroom (Northrop & Killeen, 2013).

Method

Hypothesis

The purpose of this study is to investigate if the use of technology, specifically iPads, in a

Kindergarten setting is more impactful than the traditional methodology for teaching students to

read. The research is designed to inform future teachers of the most beneficial method of

instruction for this age group to grasp the concepts necessary for being successful readers. The

study will seek to identify what reading skills need to be taught, in what order, and how they

could be simulated using both methods of instruction. The scope of the study will include

determining the perceptions and experiences of each group regarding their assigned methods of

instruction. Also included will be teachers' perceptions, experiences, and comfort level with

technology integration in their classrooms.

The assertion of this researcher is that mixing methods of instruction, traditional and

technological, will be the most beneficial for all of the participants. Students learn in different

ways and are at varying levels of development. Combining both methods will lead to more

motivation, less monotony, achievement of higher levels, and a skill set that will benefit students

in the real world.

Participants

The research participants for this study include 80 full day Kindergarten students from four

classrooms at Jaindl Elementary School in Breinigsville, PA and four full day Kindergarten
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THE IMPACT IPADS HAVE ON READING SKILLS
teachers for those classes. The students at this large urban school are typically developing

English speaking children ranging in age from five to six years old. They all come from the

same residential area. Most parents are married, a small portion are single and have never been

married, and a smaller portion are divorced. The teachers for the study are Caucasian, female

and have a Master's degree.

Instruments

A brief written questionnaire will be given to the teachers at the beginning of the study. This

will be used to determine their perceptions, experience and comfort level with technology

integration, as well as any concerns they may have.

Interviews of teachers and students will provide necessary feedback regarding their level of

understanding. An achievement test will provide a measurement of a students’ knowledge in

comparison to other students his or her own age. It will also pinpoint the students’ strengths and

weakness in various literacy skills.

The researcher will be a nonparticipant observer, observing and recording behaviors.

Field notes will be gathered, recorded, and compiled during the course of the study and analyzed

to furnish an understanding of the environment and participants.

Achievement tests will be an integral part of this study and will measure the student's current

proficiency.

An iPad work station will be created, enabling students to complete cognitively challenging

activities on applications.

The mandated traditional curriculum for the school district in this study will be the guide for

students receiving the paper-pencil method of instruction.

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THE IMPACT IPADS HAVE ON READING SKILLS

Design

This study is designed to be action research that will inform educators at Jaindl Elementary

School who are seeking to identify the best method to teach reading to Kindergarten

students. This collaborative inquiry involves 2 groups receiving different methods of instruction

for learning to read. The students in Group A will follow the traditional mandated curriculum at

Jaindl Elementary School, and the students in Group B will use applications on an iPad to

support learning. The pretest-posttest control group design will be incorporated. Qualitative and

quantitative data will be collected and compared for similarities and differences.

Procedure

1. The researcher will present the purpose and procedures of the study at a team meeting

consisting of the four Kindergarten teachers selected to participate in the study, the reading

specialist, the head of curriculum, and the principal.

2. The researcher will set up an appointment to meet with the Kindergarten teachers individually

to interview them about their perceptions, knowledge, and attitudes toward the use of technology

in the classroom as opposed to the current traditional curriculum in place in the school district.

The interviews will be audio-recorded and later transcribed.

3. Parents of the Kindergarten students (perspective participants in the study) will be given

consent forms describing the purpose and procedures of the study.

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4. Upon return of the parent permission slips, the student participants will meet with the

researcher individually. Interviews regarding students' feelings, concerns, and experience with

technology will be conducted, and questions will be addressed. The interviews will be audio-

recorded and later transcribed.

5. The researcher will administer a pre-test to assess literacy skills using mandated materials

from the existing curriculum, such as the STAR READING online assessment.

6. The data collected from this pre-test will be organized and analyzed and the results will be

used to create the Group A and Group B.

7. The researcher will collect data on both Group A and Group B.

8. Finally, in the spring, the results of this report will be shared at a meeting with everyone

involved in the original team meeting. At this time, a team decision will be made as to which

method or methods of instruction will be deemed the most beneficial and reliable for teaching

reading. A meeting to further discuss the results of this study along with which steps should be

taken to facilitate the process of implementation will be scheduled.

Data Collection Method and Analysis

The qualitative data will be collected via questionnaires, interviews, observations, audio-

recordings, and informal conversations. This researcher will be the primary data collection

instrument and a nonparticipant observer who is observing and recording behaviors. Field notes

will be taken to comprehensively and accurately describe relevant aspects such as what the

researcher hears and sees through the course of the study as well as the researcher's personal

reactions to the observations. During this process, the activities of the students will be described
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THE IMPACT IPADS HAVE ON READING SKILLS
along with their demeanor, their interaction with each other, if applicable, and the teachers'

activities.

Quantitative data will include achievement tests. Norm-referenced achievement tests will

compare a student's achievement to fellow Kindergarten students. Criteria-referenced

achievement tests will inform a teacher how well the student has mastered a set of instructional

goals and objectives.

Achievement Test

The achievement test will provide a measurement of the student's knowledge compared to other

students his or her own age. For this purpose, the STAR READING online assessment will be

used. This test will be administered both at the beginning of the study and at the end of the study

to measure the students’ progress against a fixed set of learning standards.

Questionnaire

A written questionnaire will be administered to the teachers at the beginning of the study to

determine their perceptions, experiences, and comfort level of technology integration and their

perspectives of traditional mandated methods of instruction.

Audio Recording

For reading assessment purposes, the researcher will question the student participants on an

individual basis. The assessment will require students to identify the alphabet and letter

sounds. The next assignment will require students to read nonsense and real words. Answers

will be recorded and analyzed to help determine in which group each student will be placed.
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Paper-Pencil Method of Instruction

Through direct teacher-centered small group instruction, students will be complete literacy

activities based on the Kindergarten language arts curriculum.

Applications

Letter Identification and Letter Sound Knowledge application will include three different

activities: a) identification of the 26 uppercase letters; b) identification of the 26 lowercase

letters; and c) identification of the sounds associated with 23 letters and 3 digraphs (i.e. a

combination of two letters representing one sound. Clay's Concepts About Print Test was

selected for its reliability and acceptable validity. For this application, students will be assessed

on print concepts, such as left to right directionality, concepts of a letter and word, and where to

start reading. Storybooks will be used to assess print concepts.

Time Schedule

Time Line

September – May

Prior to the start of the school year, the researcher will contact the administration, the

reading specialist, and head of curriculum and instruction to ask for permission to conduct the

study. Once permission is obtained, the researcher will then contact the teachers participating in

the study. Letters will be sent to the teachers to uncover their initial feelings about integrating

technology into their classrooms. In September, during the second week of school, the researcher

will send home slips to parents to see if their child can participate in the study. After reviewing

the permission slips, the researcher will communicate with the kindergarten teachers and the
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THE IMPACT IPADS HAVE ON READING SKILLS
reading specialist to create a testing schedule. The researcher will then meet with students and

interview them; interviews will be recorded to be transcribed at a later time.

The schedule will be created by the first week of October. At this time, students will take

the pre-test STAR early literacy assessment in groups of four students. Testing will take place in

the reading specialist’s office in the presence of the researcher and the reading specialist. As

students are being tested, the researcher will make observations and take field notes. Students

will have approximately one minute to answer each question before moving on to the next

question. Students may click on a question to have it repeated.

In late October, the researcher will meet with the reading specialist to run a diagnostic

report on the student participants. The researcher will review the report. Based on the findings,

the students will be placed into one of two groups, group A or group B.

In early November, students in each group will receive their designated instructions,

activities, and observations will continue through the middle of May.

May- August

In the third week of May, the students will take a post-test STAR reading assessment. The

researcher will meet with the reading specialist and run a diagnostic report on the students. The

researcher will analyze, review, and compare the pre-tests and post-tests scores for both groups

of students during June and July. At the beginning of August, the researcher will host a meeting

with administration, the participating kindergarten teachers, the reading specialist, and head of

curriculum and instruction to discuss the results of the study and to determine its viability for

integration into the language arts curriculum.

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THE IMPACT IPADS HAVE ON READING SKILLS
Budget

Based on the mid to upper class socioeconomic status of the school district in this study,

technology is currently in place and accessible to the researcher. Essential programs for

conducting assessments of the student participants' knowledge and skills are readily available on

Web 2.0 tools. These factors will contribute to keeping the budget at a minimal price

range. Insignificant expenses added to the budget for the purpose of conducting research will

include pencils, envelopes, stamps, highlighters, paper tablets, sticky notes. These necessary

supplies will be used for the following purposes: letters to participants' parents regarding

permission to conduct the study as well as follow-up correspondences notifying parents of the

focus groups; materials for assessing students involved in teacher-centered instruction; office

supplies for the researcher to take and analyze notes. Gas cost for travel will also be

included. The researcher anticipates an estimated cost of $400.00.

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THE IMPACT IPADS HAVE ON READING SKILLS

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