A Framework for Using iPads to Build Early Literacy Skills.
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| Title: | A Framework for Using iPads to Build Early Literacy Skills. |
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| Authors: | Northrop, Laura, Killeen, Erin |
| Source: | Reading Teacher. Apr2013, Vol. 66 Issue 7, p531-537. 7p. 2 Charts. |
| Subjects: | Reading software, iPads, Computers & literacy, Teaching methods, Direct instruction, Computers in education, Reading (Early childhood), Reading (Primary) |
| Abstract: | The quick adoption of iPads into the classroom, coupled with the many apps targeting early literacy skills, offers a new way to build early literacy skills with emergent and beginning readers. However, young children may be more proficient with the technology than with the literacy concepts, and may not be maximizing learning, or even learning at all, when using apps. This article uses the gradual release of responsibility framework as a way to integrate iPads into early literacy classrooms. The sequence of direct instruction with modeling and teacher think alouds, followed by guided and independent practice, offers teachers a way to differentiate instruction and ensure that all students are effectively working on literacy concepts targeted to their individual instructional level. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | The quick adoption of iPads into the classroom, coupled with the many apps targeting early literacy skills, offers a new way to build early literacy skills with emergent and beginning readers. However, young children may be more proficient with the technology than with the literacy concepts, and may not be maximizing learning, or even learning at all, when using apps. This article uses the gradual release of responsibility framework as a way to integrate iPads into early literacy classrooms. The sequence of direct instruction with modeling and teacher think alouds, followed by guided and independent practice, offers teachers a way to differentiate instruction and ensure that all students are effectively working on literacy concepts targeted to their individual instructional level. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00340561 |
| DOI: | 10.1002/TRTR.1155 |
