Date of Award/Publication
MS in Literacy Education
This research asked, “how does technology, as a teacher assistive differentiation tool, increase students high frequency word recognition?” Research was conducted in Greenville, New York with a group of nine first grade students all classified with a disability. Students were placed in either an iPad or flash card group. Quantitative and qualitative data was collected through questionnaires/interviews, student observations, and assessment. Findings revealed that both the groups increased their word recognition; however, the iPad group revealed a greater percentage increase when compared to the flash card group. The data implies there is a correlation among students with disabilities and using technology to increase word recognition. Teachers must use available resources to reach students individual needs and learning styles.
McLaughlin, Shannon, "Using Technology as a Teacher Differentiation Tool to Increase Students' High Frequency Word Recognition" (2012). Education Masters. Paper 244.
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