The purpose of this study was to investigate the effect of iPad‐assisted reading instruction for fourth‐grade students' oral reading fluency and their attitudes towards reading. Three fourth‐grade students at‐risk for reading disabilities participated in an iPad‐assisted repeated reading programme that integrated repeated reading, vocabulary instruction, error correction and feedback procedures. During each intervention session, the participants practiced reading a fourth grade‐level text, engaged in repeated reading with the intervention agent and repeatedly read the text three or four times with error correction. The oral reading rate for the fourth‐grade text that they practiced and a transfer text (i.e., new text that students have not practiced before) served as the primary dependent variables. Their attitudes towards reading were measured before and after the intervention. Using a multiple baseline across participants design, we showed that the iPad‐assisted repeated reading programme improved all participants' oral reading rates on both the grade‐level text and the transfer text. Implications of the study and future directions were discussed.

中文翻译：

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iPad辅助有阅读困难的四年级学生的阅读流利度教学：单例实验设计

这项研究的目的是调查iPad辅助阅读教学对四年级学生的口语阅读流利度及其对阅读态度的影响。三名面临阅读障碍风险的四年级学生参加了iPad辅助的重复阅读计划，该计划整合了重复阅读，词汇指导，错误纠正和反馈程序。在每个干预环节中，参与者练习阅读四年级的课文，与干预代理人反复阅读，并通过纠错重复阅读三到四次。他们所练习的四年级课文和转译课文（即学生以前没有练习过的新课文）的口头阅读率是主要的因变量。在干预前后，他们对阅读的态度进行了测量。使用跨参与者设计的多个基准，我们表明iPad辅助的重复阅读程序提高了所有参与者在年级文本和转移文本上的口头阅读率。讨论了研究的意义和未来的方向。