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

Abstract

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.