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Utilizing iPads to Enhance Student Engagement in Vocabulary Learning: A Case Study

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Date Issued:
2013
Abstract/Description:
According to research evidence, the relationship between vocabulary and reading proficiency is so powerful that it is a valuable predictor of reading comprehension and academic achievement in the later school years (Scarborough, 2011). The major contributor to reading problem is the vocabulary demand of texts that students are assigned in school (Mckeown, Corsson, Arts, Sandora, (&) Beck, 2012). National Assessment of Education Progress (National Center for Education Statistics, 2012) stated the essential link between the words students know and students' ability to use those words to understand what they read. Therefore, researchers and educators have both agreed the importance of minimizing vocabulary gaps in order for students to be able to succeed academically and deal with rigorous content (Sparks, 2013). This case study examined the effects of how utilizing an iPad would enhance a student's engagement in vocabulary learning. A third grade student performing below grade level in reading comprehension and vocabulary participated in this study. The research took place at the University of Central Florida, College of Education, Reading Clinic. This research study concentrated on five different iPad applications that focused on enhancing the student's engagement in ways to use the iPad to engage students with vocabulary learning. The data obtained from this research were gathered through pre and post vocabulary test developed by the researcher to assess the student's learning gains. In addition, multiple sources such as attitude pre and post survey, game results, and observations were also collected. At the end of the research, the participant displayed tremendous learning gains in vocabulary. In addition, the researcher concluded that utilizing an iPad significantly enhanced the student's engagement in vocabulary learning.
Title: Utilizing iPads to Enhance Student Engagement in Vocabulary Learning: A Case Study.
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Name(s): Park, Sarah, Author
Zygouris-Coe, Vassiliki, Committee Chair
Kelley, Michelle, Committee Member
Wilson, Nancy, Committee Member
, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2013
Publisher: University of Central Florida
Language(s): English
Abstract/Description: According to research evidence, the relationship between vocabulary and reading proficiency is so powerful that it is a valuable predictor of reading comprehension and academic achievement in the later school years (Scarborough, 2011). The major contributor to reading problem is the vocabulary demand of texts that students are assigned in school (Mckeown, Corsson, Arts, Sandora, (&) Beck, 2012). National Assessment of Education Progress (National Center for Education Statistics, 2012) stated the essential link between the words students know and students' ability to use those words to understand what they read. Therefore, researchers and educators have both agreed the importance of minimizing vocabulary gaps in order for students to be able to succeed academically and deal with rigorous content (Sparks, 2013). This case study examined the effects of how utilizing an iPad would enhance a student's engagement in vocabulary learning. A third grade student performing below grade level in reading comprehension and vocabulary participated in this study. The research took place at the University of Central Florida, College of Education, Reading Clinic. This research study concentrated on five different iPad applications that focused on enhancing the student's engagement in ways to use the iPad to engage students with vocabulary learning. The data obtained from this research were gathered through pre and post vocabulary test developed by the researcher to assess the student's learning gains. In addition, multiple sources such as attitude pre and post survey, game results, and observations were also collected. At the end of the research, the participant displayed tremendous learning gains in vocabulary. In addition, the researcher concluded that utilizing an iPad significantly enhanced the student's engagement in vocabulary learning.
Identifier: CFE0005042 (IID), ucf:49966 (fedora)
Note(s): 2013-12-01
M.Ed.
Education, Teaching, Learning and Leadership
Masters
This record was generated from author submitted information.
Subject(s): voacbulary -- iPad -- technology -- engagement -- motivation
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0005042
Restrictions on Access: public 2013-12-15
Host Institution: UCF

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