, Volume 56, Issue 3, pp 20–28

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


  • Barbara McClanahan
    • Southeastern Oklahoma State University
  • Kristen Williams
    • Southeastern Oklahoma State University
  • Ed Kennedy
    • Grandview Public School
  • Susan Tate
    • Swink Public School, OK

DOI: 10.1007/s11528-012-0572-6

Cite this article as:
McClanahan, B., Williams, K., Kennedy, E. et al. TECHTRENDS TECH TRENDS (2012) 56: 20. doi:10.1007/s11528-012-0572-6


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 sixweeks 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.


ADHDeBookseReadersinterventioniPadreading strategiesstruggling readerstablet computerseducational technologytutoring
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Copyright information

© Springer Science+Business Media, LLC 2012