The Effects of Leap Pad's Text-to-Speech Support on Kindergarten Students' Independent Reading
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Authors
Munson, Christie L.
Issue Date
2006-05
Type
Thesis
Language
en_US
Keywords
Leap Pad , Text-to-speech , Developmental Reading Assessments
Alternative Title
Abstract
This study's purpose was to provide Leap Pad text-to-speech support for beginning readers
during independent reading to determine what impact such support had on students' enjoyment
of reading, independent reading level, and engagement in reading and to determine the
participants' attitudes toward the Leap Pads. For 4 weeks students in a kindergarten class used
the Leap Pads 3 days a week for 15 minutes with additional daily voluntary opportunities
available. Data measures consisted of pre/post intervention reading enjoyment surveys and
Developmental Reading Assessments, reading engagement recording sheets, book votes,
observations, participant interviews, and Leap Pad surveys. Results include a 32% increase in
reading enjoyment, an increase in reading proficiency levels for 71% of the students, a 266%
increase in reading engagement, and favorable teacher and student attitudes toward the Leap
Pads, suggesting that Leap Pad text-to-speech support can be a beneficial addition to the reading
curriculum during independent reading.
Description
Citation
Publisher
Valdosta State University
License
Copyright protected. Unauthorized reproduction or use beyond the exceptions granted by the Fair Use clause of U.S. Copyright law may violate federal law.