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Improving second grade student's reading fluency and comprehension using teacher-guided iPad® app instruction

Purpose 
 
 
 
 
This study aims to examine the differences in second grade students’ reading fluency and comprehension scores when using varying levels of teacher-guided iPad® app instruction to determine effective reading practices. 
 
 
 
 
Design/methodology/approach 
 
 
 
 
This study reports the results of the quasi-experimental pre–post study by providing differences in fluency and comprehension scores between the experimental and control groups. 
 
 
 
 
Findings 
 
 
 
 
This study provides new ways for teachers to use teacher-guided iPad® app instruction. 
 
 
 
 
Research limitations/implications 
 
 
 
 
Differences between the two groups and pre-test scores could have skewed or accounted for variance in the results reported in the research study. 
 
 
 
 
Practical implications 
 
 
 
 
It is possible for other teachers and researchers to use teacher-guided iPad® app instruction in new ways to improve reading fluency and comprehension scores. 
 
 
 
 
Originality/value 
 
 
 
 
This study provides new research to demonstrate the relationship between the use of a specific app and teacher-guided instruction with second grade students’ reading fluency and comprehension scores.