Teaching tips: The use of an iPad to promote preschoolers' alphabet recognition and letter sound correspondence

Abstract

When the iPad launched in May 2010, it was reported to be one of the most popular electronic devices (Anderson, 2011; Murray and Olcese, 2011). Much of its popularity might be attributed to, 'comfortable size and weight touch screen, Wi-Fi data connection and a plethora of applications that are easily downloaded' (McClanahan, Williams, and Tate, 2012, p. 20). The iPad's popularity has even extended into the classroom where schools at all levels are rapidly purchasing Apple's new device for student use (Dobler, 2012). While some researchers have recently suggested that the iPad and other similar devices can be used for the future of one-to-one educational delivery (Allen, 2011; Ferriter, 2010). Since the published research on the use of the iPad is still emerging, little is known about the advantages of its use by struggling readers. The purpose of this case study was to investigate the effectiveness of the iPad in helping struggling preschool readers (equivalent to kindergartners in the United State) to improve alphabet recognition and letter sound correspondence skills.