The purpose of this study was to investigate the effect of iPad-assisted reading instruction for fourth-grade students' oral reading fluency and their attitudes towards reading. Three fourth-grade students at-risk for reading disabilities participated in an iPad-assisted repeated reading programme that integrated repeated reading, vocabulary instruction, error correction and feedback procedures. During each intervention session, the participants practiced reading a fourth grade-level text, engaged in repeated reading with the intervention agent and repeatedly read the text three or four times with error correction. The oral reading rate for the fourth-grade text that they practiced and a transfer text (i.e., new text that students have not practiced before) served as the primary dependent variables. Their attitudes towards reading were measured before and after the intervention. Using a multiple baseline across participants design, we showed that the iPad-assisted repeated reading programme improved all participants' oral reading rates on both the grade-level text and the transfer text. Implications of the study and future directions were discussed.
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