School of Education


Doctor of Education (EdD)


Constance Pearson


Early Elementary, iPad, Literacy, Tablet


Early Childhood Education | Education | Educational Methods | Elementary Education | Other Education


The focus of this research study was to determine the impact of integrating tablets into reading instruction in four first-grade classrooms in two private elementary schools in the southeastern United States. This is important because many schools are utilizing tablets in the instructional process and this seeks to determine if there is an academic value to their use in the classroom. The study was based on the cognitive theory of multimedia learning by Richard Mayer. The researcher sought to identify any possible differences in standardized test scores of students who used tablet applications during reading instruction versus students who did not. The researcher utilized the Children’s Progress Academic Assessment as the standardized testing tool. The researcher used a quasi-experimental research approach with nonequivalent control groups. A pretest/posttest design was used to examine the effectiveness of interactive reading and phonics applications when used for literacy instruction. This approach was used to compare groups and/or to measure change resulting from an experimental treatment in which one group received treatment and a control group received no treatment. Two classes received literacy instruction with specific applications delivered via a tablet while the other two received instruction in a traditional, guided reading approach. Interaction with the apps supported various components of Mayer’s theory. The results of the pretest/posttest indicated that there was a significant difference between the classes that used tablet apps during instruction when compared to the classes that did not. This led the researcher to conclude that there is indeed a value for use of tablet apps in the classroom. It is recommended that additional studies with larger sample sizes and including different subjects be conducted for further research.