What did your research action plan look like and consist of?  How long of a 
time period was the research done?

Thanks, 
Natalie Ball 

-----Original Message-----
From: mosaic-bounces+nball=reyn....@literacyworkshop.org 
[mailto:mosaic-bounces+nball=reyn....@literacyworkshop.org] On Behalf Of Tamara 
Westmoreland
Sent: Tuesday, April 17, 2012 1:04 AM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] Looking for research on using iPads to improve reading 
accuracy

There are also many IPAD apps for teachers such as Confer, Fountas & Pinnell 
have their prompting cards in app form and also- I have seen- but not put 
together a "digital Penseive"....

On Mon, Apr 16, 2012 at 9:22 PM, Pamela Soderquist <sodi...@comcast.net>wrote:

> Our school district is offering technology grants this year and my 
> first grade team has decided to apply.  After watching one of our 2nd 
> grade teachers embrace technology, doing an action research project on 
> improving student engagement, we became inspired.  She also uses iPads 
> to have students record their math proofs and explain science 
> concepts.  So we thought, wouldn't it be great to use iPads in 
> reading.  We could have students read ebooks in Daily 5.  We could 
> have them record themselves reading and listen to and critique 
> themselves, teaching them to listen for mistakes and make it sound 
> like they talk.  We could also have them keep vocabulary dictionaries with 
> definitions, example sentences and pictures.
>  We're just starting to do research for free and not-so-expensive, but 
> very effective apps for practicing sounds, spellings, vocab, etc.  We 
> also are looking for ebook resources that are leveled readers to help 
> us select "good fit" books for independent reading.
>
> We're looking for studies that have already been conducted on the 
> effectiveness of using iPads to improve accuracy.  Plus additional 
> resources for apps and ebooks.  Other comments and advice are also welcome.
>
>
> Best regards,
> Pam Soderquist
>
>
>
>
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>
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