This study aims to examine the effectiveness of tablets in improving reading fluency within school environment. It also attempts to show that technological tools like tablets can make a difference in enhancing reading fluency. To that end, I apply a mixed approach that combines qualitative and quantitative tools such as Interview, survey, observation, and reports. A class size of 17 students in grade 7, reading a daily block of 55 minutes 5 times a week will be the sample of this study. The collected data will be used to analyze how tablets allow students to fully understand and comprehend the components of a story which can be valuable for students with learning difficulties that are intimidated by the length of what they are being asked to read. The study reaches several results, the most important of which are: first, school administrations should make such technology available for each student with learning difficulties. Second, they should also encourage teachers to introduce it to their students with learning difficulties.
Baker, E. B. A. (2017). Apps, iP ads, and Literacy: Examining the Feasibility of Speech Recognition in a First?Grade Classroom. Reading Research Quarterly, 52(3), 291-310.
Fialding, L. G., & Pearson, P. D. (1994). Synthesis of research reading comprehension: What works. Educational leadership, 51, 62-62.
Alsharif, A. H., Salleh, N. Z. M., & Baharun, R. (2021b). Neuromarketing: Marketing research in the new millennium. Neuroscience Research Notes, 4(3), 27-35.
Flewitt, R., Kucirkova, N., & Messer, D. (2014). Touching the virtual, touching the real: iPads and enabling literacy for students experiencing disability. Australian Journal of Language & Literacy, 37(2), 107-116.
Alsharif, A. H., Salleh, N. Z. M., Baharun, R., Alsharif, Y. H., & Abuhassna, H. (2021g). A bibliometric analysis of neuromarketing: Current status, development, and future directions. International Journal of Academic Research in Accounting Finance and Management Sciences, 11(3), 670-689.
Mango, O. (2015). iPad Use and Student Engagement in the classroom. Turkish Online Journal of Educational Technology-TOJET, 14(1), 53-57.
Ness, M. (2017). “Is That How I Really Sound?”: Using iPads for Fluency Practice. The Reading Teacher, 70(5), 611-615.
Ok, M. W., & Bryant, D. P. (2016). Effects of a strategic intervention with iPad practice on the multiplication fact performance of fifth-grade students with learning disabilities. Learning Disability Quarterly, 39(3), 146-158.
Shanahan, T. (2016). Averted Vision: How Common Core May Help Struggling Readers. Literacy Research And Instruction, 55(2), 138-141. doi: 10.1080/19388071.2016.1135392
Chen, G., Cheng, W., Chang, T.-W., Zheng, X., Huang, R., Chen, G., Cheng, Á. W., Zheng, Á. X., Huang, Á. R., & Chang, T.-W. (2014). A comparison of reading comprehension across paper, computer screens, and tablets: Does tablet familiarity matter? Journal of Computers in Education 2014 1:2, 1(2), 213–225. https://doi.org/10.1007/S40692-014-0012-Z
Alsharif, A. H., Salleh, N. Z. M., Baharun, R., Abuhassna, H., & Alsharif, Y. H. (2022). Neuromarketing in Malaysia: Challenges, limitations, and solutions. International Conference on Decision Aid Sciences and Applications (DASA), 2022, Chiangrai, Thailand. 740-745. DOI:https://doi.org/10.1/dasa54658.2022.9765010
Alsharif, A. H., Salleh, N. Z. M., & Baharun, R. (2021c). Neuromarketing: The popularity of the brain-imaging and physiological tools. Neuroscience Research Notes, 3(5), 13-22.
Connell, C., Bayliss, L., & Farmer, W. (2012). Effects of eBook Readers and Tablet Computers on Reading Comprehension. International Journal of Instructional Media, 39(2).
Delgado, P., & Salmerón, L. (2022). Cognitive Effort in Text Processing and Reading Comprehension in Print and on Tablet: An Eye-Tracking Study. Https://Doi.Org/10.1080/0163853X.2022.2030157, 59(4), 237–274. https://doi.org/10.1080/0163853X.2022.2030157
Alsharif, A. H., Salleh, N. Z. M., Baharun, R., & Alharthi, R. H. E. (2021e). Neuromarketing research in the last five years: a bibliometric analysis. Cogent Business & Management, 8(1), 1978620.
Hermena, E. W., Sheen, M., AlJassmi, M., AlFalasi, K., AlMatroushi, M., & Jordan, T. R. (2017). Reading rate and comprehension for text presented on tablet and paper: Evidence from Arabic. Frontiers in Psychology, 8(FEB), 257.
https://doi.org/10.3389/FPSYG.2017.00257/BIBTEX
Alsharif, A. H., Salleh, N. Z. M., Baharun, R., Abuhassna, H., & Hashem, A. R. E. (2022). A global research trends of neuromarketing: 2015-2020. Revista de Comunicación, 21(1), 15-32.
Juarez, L. M. (2014). Transforming literacy instruction: Exploring pre-service teachers’ integration of tablet technology in reading, comprehension, and writing - ProQuest [Texas A&M University ].
https://www.proquest.com/openview/0e216a1bb9f64febb16274aaf1555fe9/1?pq-origsite=gscholar&cbl=18750
Seifert, S., & Paleczek, L. (2022). Comparing tablet and print mode of a german reading comprehension test in grade 3: Influence of test order, gender and language. International Journal of Educational Research, 113, 101948.
https://doi.org/10.1016/J.IJER.2022.101948.
In-Text Citation: (Ahmed & Noor, 2022)
To Cite this Article: Ahmed, M. F. A., & Noor, S. S. Bin M. (2022). Effectiveness of Tablets in Improving Reading Fluency. International Journal of Academic Research in Business and Social Sciences. 12(7), 178– 195.
Copyright: © 2022 The Author(s)
Published by Knowledge Words Publications (www.kwpublications.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode
