The impact of using iRead as a supplemental reading program for Kindergarten students

Date

2018-08

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Abstract

Technology has become common in the classroom, aiding in the learning process by helping students organize, clarify, and communicate learning objectives, such as reading. This study evaluates the iRead program’s ability to improve the reading performance of kindergarten students. The iRead program is a digital reading program designed to help students in pre-K through second grade improve their reading skills. iRead is optimally used for 20 minutes each day in a school lab. This study compared data from two schools: School A had been using the iRead program, and School B had been using only traditional teaching methods. A mixed-methods sequential explanatory design was used to compare the scores on the Texas Primary Reading Inventory (TPRI) assessment of the students at each school. In addition to these scores, quantitative data was gathered using a survey, and qualitative data was gathered through in-depth interviews about the iRead program with a technology specialist and three kindergarten teachers at School A. The results of the study indicate that the iRead program has the potential to improve the reading skills of kindergarten students. The survey data also suggest that the iRead program increases students’ motivation to learn.

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Keywords

Technology, Kindergarten, Reading, iRead program, Information processing theory, Zone of proximal development (ZPD), Texas primary reading inventory (TPRI)

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