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Using iPod Touches for Reading Comprehension

This study explores the use of iPod Touches to improve reading comprehension among middle school students. Conducted as a pilot project involving 155 sixth graders, the program aimed to address challenges like poor story completion and comprehension struggles. Students received instructional support through various summarization strategies delivered via iPod Touch. The intervention showed increased student engagement, completion rates, and positive feedback. The findings suggest that technology-enhanced learning can effectively support diverse learning needs in middle school settings.

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Using iPod Touches for Reading Comprehension

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  1. Using iPod Touches for Reading Comprehension CEC conference April 24, 2010

  2. Personal Background • Special Education teacher • Reading Specialist • Middle School Language Arts

  3. 2 Problems • Never finished a story • Asked, “What was the story about? Answer, “I don’t know.”

  4. Elementary iPod Project • Elementary school • Shuffles • Record the week of stories, activities, songs, etc. • Students took home the materials and listened to them • Results – increased DIBELs scores

  5. Middle School • Not doing beginning reading • Needed a way to help students learn strategies • By middle school – learned comprehension strategies or they haven’t

  6. Background – pilot project • Pilot project • 3 teachers • 7 iPods each • Reading comprehension strategy • Results • Increased completion • Increased participation

  7. Reasons • Achievement levels • Need for reading comprehension skills • National Reading Panel • Reading Next report

  8. Summarization Strategy • Had to be simple • Had to be ‘memorable’ • Easily learned • Transferable across subject areas • 1-2 Summarization Strategy • Write down 1 idea about what you just read • Write down 2 details about what happened

  9. Supported Text • Background – research base • 11 types • This study incorporated: • Notational • Instructional • Translational

  10. iPod Touch • Socially acceptable • Mobile • Personal • Individualized

  11. Design • 155 students • 5 sections • AM sections randomly assigned to treatment • PM sections – intact comparison group

  12. Sample • 155 6th graders • 6-8 grade middle school

  13. Method • Instructional and practice phases • All students receive instruction via iPod Touch • Practice phase has 3 levels of support • Notational Only • Notational + Instructional • Notational + Instructional + Translational • 3 weeks of intervention – 15 sessions • Pearson Literature text – 6th grade

  14. Results – standardized assessment • 2 standardized assessments • easyCBM • Benchmarking • No increase in scores • Scholastic Reading Inventory (SRI) • Slight increase in scores

  15. Results – probe measures • Researcher developed multiple-choice probe measures • Based on the stories • 10 multiple-choice questions per story • Students in treatment groups scored better on multiple-choice measures over the comparison group • Students in NIT completed more stories than other groups

  16. Results – student survey • How easy was it to learn the summarization strategy?

  17. Student Survey Results • How much did the summarization strategy help you remember the story?

  18. Student Survey Results • How much did the note-taking sheet help you remember the story?

  19. Student Survey Results • How often did you use the note-taking sheet?

  20. Student Survey Results • How much did you like reading stories on an iPod Touch?

  21. Student Ideas to use iPod Touches • Math • Research • Reading • Accessibility • Writing • Educational Games • Organization • Note taking • Share information • Textbook • Watch video • Science • Music

  22. Process • Upload audio CD of the story to iTunes • Import from iTunes to Garage Band • Split track and insert audio prompts • Copy text to Lyrics • Sync ‘song’ to iPods

  23. Split Tracks in GarageBand

  24. Export to iTunes

  25. Add lyrics

  26. Add lyrics

  27. Adding Lyrics in iTunes

  28. Recommendations • Targeted instruction • Specific students with specific needs • Below • At level • Exceeding • Extended learning • Create library of interventions

  29. Benefits • Portable • Mobile • Anytime – anywhere • Student controlled • Differentiated instruction

  30. Future Research • Secondary RtI • Tier II and III • Potential for differentiation in general education classes • Extended learning and practice

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