The Effects of Fidget Spinners on Oral Reading Fluency

Kathleen B. Aspiranti, Ella Schoenen, David M. Hulac

Research output: Contribution to journalArticlepeer-review

Abstract

Research on the effectiveness of fidget spinner use in the classroom to increase academic performance and behavior has had mixed results, with no studies evaluating the use of fidget spinners on reading performance. The current study examined the effects of using a fidget spinner on Aimsweb oral reading fluency probes for 66 students in the 3rd through 5th grades at an inner-city public charter school. Students completed an acceptability measure determining whether they liked using the fidget spinner and if they thought it helped them. Results indicated that the fidget spinner use neither significantly increased nor decreased student reading fluency, even for those students who indicated they read more when using the fidget spinner. The current study suggests that even if the fidget spinner does not produce a therapeutic effect there are no significant negative effects on student reading fluency.

Original languageEnglish
Pages (from-to)248-266
Number of pages19
JournalJournal of Applied School Psychology
Volume40
Issue number3
DOIs
StatePublished - 2024

Bibliographical note

Publisher Copyright:
© 2024 Taylor & Francis Group, LLC.

Keywords

  • Fidgets
  • academic performance
  • reading fluency
  • student acceptability

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Applied Psychology
  • Psychiatry and Mental health

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