Many educators consider using educational iPad apps to supplement literacy curriculum and facilitate greater student engagement. Student literacy achievement is crucial at the lower elementary level. Students who do not progress through the grade level literacy standards of the Common Core State Standards need intervention instruction to achieve mastery. The purpose of this paper is to examine the effectiveness of using iPad apps based instruction in reading intervention programs for second and third grade students.
This study followed a mixed method approach, a pretest, post-test quasi experimental design where students enrolled in an after school reading intervention program used iPad educational apps to improve literacy. Participants in the focus group used specifically designed educational iPad apps aligned to specific Common Core State Standards in literacy. Data were collected using student pretest and posttest information and teacher and researcher observations. Students were assessed using standardized, literacy pretest and post-tests. For the duration of the study, the teachers and the researcher recorded observations of student progress. Teacher notes on student performance were analyzed for commonality.
Results indicated that all students in the study improved in literacy mastery by the end of the study. English language learners also demonstrated gains in literacy skills.
In conclusion, the study demonstrated that the use of iPad apps in building mastery of literacy skills of students in second and third grade has a positive effect. Under certain conditions, iPad apps are useful in literacy instruction.
","abstract_html":"<p>Many educators consider using educational iPad apps to supplement literacy curriculum and facilitate greater student engagement. Student literacy achievement is crucial at the lower elementary level. Students who do not progress through the grade level literacy standards of the Common Core State Standards need intervention instruction to achieve mastery. The purpose of this paper is to examine the effectiveness of using iPad apps based instruction in reading intervention programs for second and third grade students.</p> <p>This study followed a mixed method approach, a pretest, post-test quasi experimental design where students enrolled in an after school reading intervention program used iPad educational apps to improve literacy. Participants in the focus group used specifically designed educational iPad apps aligned to specific Common Core State Standards in literacy. Data were collected using student pretest and posttest information and teacher and researcher observations. Students were assessed using standardized, literacy pretest and post-tests. For the duration of the study, the teachers and the researcher recorded observations of student progress. Teacher notes on student performance were analyzed for commonality.</p> <p>Results indicated that all students in the study improved in literacy mastery by the end of the study. English language learners also demonstrated gains in literacy skills.</p> <p>In conclusion, the study demonstrated that the use of iPad apps in building mastery of literacy skills of students in second and third grade has a positive effect. Under certain conditions, iPad apps are useful in literacy instruction.</p>","abstract_has_math":false,"creators":["Reyes, Deena M."],"institution":null,"degree_name":"Master of Science","degree_level":"Master's Thesis","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Elizabeth Truesdell, PhD","Madalienne F. Peters, EdD"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-12-01T08:00:00Z","date_published":"2014-12-01T08:00:00Z","updated_at":"2026-07-24T02:04:35Z","subjects":["iPad Apps","Literacy Instruction","Elementary","Integration","Curriculum and Instruction","Education","Educational Methods","Instructional Media Design"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholar.dominican.edu/masters-theses/131","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Elizabeth Truesdell, PhD","Madalienne F. Peters, EdD"]},{"key":"dc:creator","label":"Author","values":["Reyes, Deena M."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["1970-01-01T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master's Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["iPad Apps","Literacy Instruction","Elementary","Integration","Curriculum and Instruction","Education","Educational Methods","Instructional Media Design"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholar.dominican.edu/masters-theses/131"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Many educators consider using educational iPad apps to supplement literacy curriculum and facilitate greater student engagement. Student literacy achievement is crucial at the lower elementary level. Students who do not progress through the grade level literacy standards of the Common Core State Standards need intervention instruction to achieve mastery. The purpose of this paper is to examine the effectiveness of using iPad apps based instruction in reading intervention programs for second and third grade students.
This study followed a mixed method approach, a pretest, post-test quasi experimental design where students enrolled in an after school reading intervention program used iPad educational apps to improve literacy. Participants in the focus group used specifically designed educational iPad apps aligned to specific Common Core State Standards in literacy. Data were collected using student pretest and posttest information and teacher and researcher observations. Students were assessed using standardized, literacy pretest and post-tests. For the duration of the study, the teachers and the researcher recorded observations of student progress. Teacher notes on student performance were analyzed for commonality.
Results indicated that all students in the study improved in literacy mastery by the end of the study. English language learners also demonstrated gains in literacy skills.
In conclusion, the study demonstrated that the use of iPad apps in building mastery of literacy skills of students in second and third grade has a positive effect. Under certain conditions, iPad apps are useful in literacy instruction.
"]},{"key":"dc:title","label":"Title","values":["The Effects of iPad Apps on Student Achievement in Literacy for Children in 2nd and 3rd Grade"]}]}],"canonical_facts":{"dc:contributor":["Elizabeth Truesdell, PhD","Madalienne F. Peters, EdD"],"dc:creator":["Reyes, Deena M."],"dc:date.available":["1970-01-01T08:00:00Z"],"dc:description.abstract":["Many educators consider using educational iPad apps to supplement literacy curriculum and facilitate greater student engagement. Student literacy achievement is crucial at the lower elementary level. Students who do not progress through the grade level literacy standards of the Common Core State Standards need intervention instruction to achieve mastery. The purpose of this paper is to examine the effectiveness of using iPad apps based instruction in reading intervention programs for second and third grade students.
This study followed a mixed method approach, a pretest, post-test quasi experimental design where students enrolled in an after school reading intervention program used iPad educational apps to improve literacy. Participants in the focus group used specifically designed educational iPad apps aligned to specific Common Core State Standards in literacy. Data were collected using student pretest and posttest information and teacher and researcher observations. Students were assessed using standardized, literacy pretest and post-tests. For the duration of the study, the teachers and the researcher recorded observations of student progress. Teacher notes on student performance were analyzed for commonality.
Results indicated that all students in the study improved in literacy mastery by the end of the study. English language learners also demonstrated gains in literacy skills.
In conclusion, the study demonstrated that the use of iPad apps in building mastery of literacy skills of students in second and third grade has a positive effect. Under certain conditions, iPad apps are useful in literacy instruction.
"],"dc:identifier":["https://scholar.dominican.edu/masters-theses/131"],"dc:subject":["iPad Apps","Literacy Instruction","Elementary","Integration","Curriculum and Instruction","Education","Educational Methods","Instructional Media Design"],"dc:title":["The Effects of iPad Apps on Student Achievement in Literacy for Children in 2nd and 3rd Grade"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Master's Thesis"],"thesis:degree_name":["Master of Science"]},"updated_at":"2026-07-24T02:04:35Z"}