The document provides an overview of an interactive story book iPad app aimed at helping children ages 5 to 7 learn to read. It includes details on the fictional story about characters Fionndel and Nuggs searching for a missing elephant at the zoo. It outlines the app's learning approach, content including 4 story chapters and exercises, and proposed features such as interactivity, illustrations, navigation and parental settings. Research methods like surveys, observations and interviews were used to gather user input which was synthesized into sample user personas. Competitive products were also reviewed.

1. Major Project - iPad App
Interactive Story Book for Children Learning to Read
Monday 12th 2012 Cónal McGovern
Friday 27 April 12

2. Fionndel and Nuggs
and the Tale of the
Missing Elephant
Fionndel and Nuggs are regular visitors to the zoo and know all the keepers. One
Saturday morning they are arrive to find the zoo in consternation. Apparently one of
the elephants is missing. Jez, the keeper in charge of the elephant enclosure, is sitting
on a rock, looking rather dejected.
“What has happened?” asks Fionndel.
“Ellen, has escaped”, replied Jez pointing to a flattened section of fencing in the
elephant enclosure and beyond to a large hole in the zoo perimeter wall.
Fionndel and Nuggs knew well who Ellen was and vowed to find and return her
safely to the zoo and before anyone could protest they were off on their quest to
search for the missing elephant.
Friday 27 April 12

3. Overview
An interactive book for the iPad that is aimed at helping children learn to read.
Target group: primarily 5 to 7 years olds (and their parents)
Reading Level: Level A, A/B, B (Stages: 5 to 10 Oxford Reading Tree levels)
Learning approach:
Learning through play
Phonics
Whole Language
Listening
Reading
Arithmetic
Promoting:
Enjoyment
Understanding
Analysing
Evaluating
Choice
Finding and using information
Date
Friday 27 April 12

4. Overview
Content
Fictional story
4 Chapters, 10 screens (pages) per chapter, 40 pages total
Balanced approach to interactivity/narrative:
Drag and Drop
Tilt
Shake
Swipe
Exercises:
Relating to previous chapter
Test understanding of text
Locate information
Puzzles (anagrams, etc)
Listening to sounds
Simple adding and subtracting
Interactive Learning to Read Story Book
Friday 27 April 12

5. Chapter 1: Trunky is Missing
Storyboard
Interactive Learning to Read Story Book
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6. Chapter 2: In Which our Heroes Meet a Monkey
Storyboard
Interactive Learning to Read Story Book
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7. Chapter 3: In Which our Heroes Meet a Dog
Storyboard
Interactive Learning to Read Story Book
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8. Chapter 3: In Which our Heroes Meet a Cat
Storyboard
Interactive Learning to Read Story Book
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9. Text
Sample Exercise: Interactive Abacus and Simple Addition
Storyboard
Interactive Learning to Read Story Book
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10. Survey
An online questionnaire was created to gather data about the reading
habits and use of digital devices of parents (and guardians) of young
children with regard to using such device as a teaching tool.
Observation
Children were observed (and video recorded) using interactive
books on and iPad.
Interviews
Some parents and Montessori teachers were interviewed and shown
some educational apps running on digital mobile devices.
Primary Data Gathering Methods - *Also: secondary data was gathered from books and the internet - see reference list at end
Research
Interactive Learning to Read Story Book
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11. Respondents’ Gender and relationship to young children
Survey Results
Interactive Learning to Read Story Book
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12. Respondents’ age bracket and their children’s age bracket
Survey Results
Interactive Learning to Read Story Book
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13. Learning to Read: Teaching Methods; Phonics, Whole Language, Balanced
Survey Results
Interactive Learning to Read Story Book
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14. Digital Device Ownership
Survey Results
Interactive Learning to Read Story Book
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15. Children and Digital Media
Survey Results
Interactive Learning to Read Story Book
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16. Educational Benefit of App?
Survey Results
Interactive Learning to Read Story Book
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17. Q15-14 - Security
Q15-13 Progress Tracking
Q15-12 Instant Feed Back
Q15-11 Help/Assistance
Q15-10 Games
Q15-9 Word Exercises
Q15-8 Voice Recognition
Q15-7 Narration
Q15-6 Illustration Series1
Q15-5 Animation
Q15- Story/Narrative
Q15-3 Personalisation
Q15-2 Interactivity
Q15-1 Phonics
0 2 4 6 8 10 12 14
Question 15 - Elements that might be found in Interactive Book that Teaches Kids to read
(Highest score top priority)
Elements to Interactive Book
Survey Results
Interactive Learning to Read Story Book
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18. Q18-9 Publisher
Q18-8 Author
Q18-7 Style of Illustration
Q18-6 Entertainment value
Q18-5 Educational value
Series1
Q18-4 Durability
Q18-3 Content
Q18-2 Age appropriate
Q18-1 Price
0 1 2 3 4 5 6 7 8 9
Q18 - Critera for Selecting a Children's Book that Helps Kids Learn to Read
Criteria for Selecting a Book (Digital or Traditional)
Survey Results
Interactive Learning to Read Story Book
Friday 27 April 12

19. User Personas
In the following personas all adults selected care for young children in the target age group (5-7) either whole-time (e.g. parents) or part-time (childcare
workers). All adults come from the middle-income croup.
The personas are based on collected data from the survey and interviews/observations.
Persona: C Wallis Persona: Stately Holmes
User Group: Child in 5-7 age bracket User Group: Working Mother
Gender: Female Gender: Female
Status: Single Status: Married
Education: Senior Infants Education: Third Level
IT Skills: Poor IT Skills: Capable (as required for
job)
Occupation: Project Manager of a
large multinational
Persona: F. McG. Persona: May Poledance
User Group: Child in 5-7 age User Group: Child minder (part-
bracket time), Disability
Gender: Male Gender: Female
Status: Single Status: Widower
Education: Senior Infants Education: Intermediate
IT Skills: Poor (but improving all Certificate
the time) IT Skills: Poor
Occupation: Living life to the full Occupation: Stay at home mum
(retired)
User Personas
Interactive Learning to Read Story Book
Friday 27 April 12

20. Child Persona
Persona: Carren Wallis
User Group: Child in 5-7 age bracket
Gender: Female
Status: Single
Education: Senior Infants
IT Skills: Poor
Carren is a lively 5 year old who has difficulty concentrating (though she has not been diagnosed
with ADHD).
She is a smart girl but can be stubborn and will insist on doing things on her own terms. Because
of her concentration issues her reading ability is a little behind where it should be for her age.
Naturally, at 5 years old her IT skills are fairly minimal but she is willing to try anything.
App needs to be engaging to hold her attention. Exercises should be a challenge so she
has a sense of achievement on completion but not so difficult as to frustrate.
These personas are based on the info gained from collective data.
User Personas
Interactive Learning to Read Story Book
Friday 27 April 12

21. Parent Persona
Persona: Stately Holmes
User Group: Working Mother
Gender: Female
Status: Married
Education: Third Level
IT Skills: Capable (as required for job)
Occupation: Project Manager of a large multinational
Stately is a busy career woman and a mother of three young children all under 8 years old
(2,5, and 7). Her IT skills are good as far as needs be for her job. She owns and iPad a
laptop and a smartphone, the latter two of which she uses for work. the iPad is for personal
use.
Statley is somewhat forgiving of her apps if they have technical flaws. If they meet her basic
needs other short comings are ignored. She takes a strong interest in her children’s
education and will engaging critically in apps for this market. Having a slightly older child
has given her some insight to area of digital media and young children.
App should be quick to set up and be clear about its educational benefits.
These personas are based on the info gained from collective data.
User Personas
Interactive Learning to Read Story Book
Friday 27 April 12

22. Child Persona
Persona: F. McG.
User Group: (Child in 5-7 age bracket)
Gender: Male
Status: Single
Education: Senior Infants
IT Skills: Poor (but improving all the time)
Occupation: Living life to the full
F. McG is a capable and enthusiastic reader but has limited exposure to digital
media. A such his expectation of an app would not encourage him to explore its
environment without hints or encouragement. Interactivity, when discovered, would
be a novelty and so could distract from the narrative of an app. He is likely to pick up
the ability to navigate an app fairly quickly. An app that does not engage will not be
returned too.
Interactions should be connected with narrative and not be a distraction.
Navigation should be clear and simple.
These personas are based on the info gained from collective data.
User Personas
Interactive Learning to Read Story Book
Friday 27 April 12

23. Childminder Persona
Persona: May Poledance
User Group: Child minder (part-time), Disability
Gender: Female
Status: Widower
Education: Intermediate Certificate
IT Skills: Poor
Occupation: Stay at home mum (retired)
Though May never worked full-time she is comfortable on her state pension and her late husband’s
occupational pension.
May’s own children have grown and flown. For some extra income and to break the monotony of
living at home alone she takes in some of local kids for after school care a couple of days a week.
May has a desktop computer which she uses for emails and occasionally booking holidays (which
requires some assistance from relatives). Her sight is not great and her dexterity in her hands is
limited due to arthritis. She has a mobile phone which she rarely uses as she finds the buttons to
fidgety. Smartphones and tablet devices are a mystery to her.
As with the kids - easy navigation and as few clicks as possible to get story running.
These personas are based on the info gained from collective data.
User Personas
Interactive Learning to Read Story Book
Friday 27 April 12

24. Parent Persona
Persona: Arfur Sleep
User Group: Unemployed Father(Civil Engineer)
Gender: Male
Status: Married
Education: Unemployed Civil Engineer
Occupation: Unemployed
IT Skills: Proficient (Geek status)
SInce be made redundant Rod has stayed at home to look after the kids. His wife is the main
earner in the house and has a good steady income from her job.
Rod has a wide collection of digital devices and will happily wile away is free time on online tech
forums. He is a self-taught coder (to a passable level) and will happily tinker with the insides of a
computer as discuss the latest sports results. iPads hold no fear for him and he will have every
corner of freshly downloaded app explored in jig-time. He owns every conceivable digital device
(he should really have a garage sale).
If there is a technical flaw in an app he will find it. However, the pedagogical benefits of
and educational app for kids his likely to pass him by.
These personas are based on the info gained from collective data.
User Personas
Interactive Learning to Read Story Book
Friday 27 April 12

25. Age appropriate: Carefully selected ‘balanced approach’ to language. Language and phraseology will be
pitched at the 5-7 age groups and validated by qualified educator.
Content (Story Narrative): An engaging adventure story where the main characters go on a quest of
discovery meeting colourful characters along the way.
Educational Value: Story, interactivity, exercises to be reviewed and validated by qualified educator
throughout development process.
Interactivity: Carefully controlled interactivity that enhances the narrative but does not distract the child
from the story.
Illustration: Clean contemporary colourful illustrations designed specifically with young children in mind.
Animation: Minimal animation activated on user interaction - enough to liven things up but no so much as
to turn the story into a film.
Navigation: Large accessible menu options to appeal to kids and less dexterous. Separate menus for parental
settings. In story menus to be kept to a minimum so as not to distract - semi-transparent buttons left and
right to go forward and back through pages. Hide/Unhide drop-down (or pop-up) film-strip navigation bar
to jump between pages, chapters, exercises. Repeat button for ‘Read to Me’ mode on each page.
User needs based on top collective data samples.
User Needs Addressed by Product
Interactive Learning to Read Story Book
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26. iPad Interactive Books for Kids:
Toy Story (tested) - limited interactivity but
popular due to familiarity
Shrek (tested) - limited interactivity but
popular due to familiarity
Selfish Giant (tested) - very interactive, very
popular with child, interactions appeared to
distract from the stories
Cat in the Hat (reviewed) - very popular
globally, benchmark educational apps
Apps for iPad (tested, observed, reviewed)
Competitive Review
Interactive Learning to Read Story Book
Friday 27 April 12

27. Traditional Books:
Oxford Reading Tree: Chip and Biff Series - Traditional Books: On the National Curriculum for Junior
and Senior Infants in Britain and Ireland. Tried, tested and proven. Easy access for a child.
Traditional Reading (tested and observed)
Competitive Review
Interactive Learning to Read Story Book
Friday 27 April 12

28. The above apps fall into to two categories:
1.Interactive Book: Primary aim is to entertain, learning follows through the simple joy
of reading with functionality confined to ‘Read to Me’ and ‘Read Myself’.
2.Interactive Exercises: Specific exercises designed to help the child learn sounds,
recognise letters, recognise words, improve memory, widen vocabulary, ...
A User Experience
Competitive Review
Interactive Learning to Read Story Book
Friday 27 April 12

29. Fionndel and Nuggs App will actually combine the joy of reading, the fun of interactivity
and the challenge of regular learning exercises:
An engaging story with contemporary style illustrations and ‘Read to Me’ and
‘Read Myself’ options
Carefully controlled interactivity that enhances the narrative but does not distract
the child from the story
Easy Navigable Interface
Carefully selected ‘balanced approach’ to language
A Different User Experience
Competitive Review
Interactive Learning to Read Story Book
Friday 27 April 12

30. contd..
Regular exercises (end of each chapter) based on sound
pedagogical principles (Montessori methods) relating to content of
previous chapter
Exercises randomly selected so as not to be always the same each
time the app run
English (UK) spelling
Press individual words to hear pronunciation (non US accent)
Replay page narration
Parental settings: Voice recording, Exercise Hiding, Progress
Tracking, Hide Text (listen only)
A Different User Experience
Competitive Review
Interactive Learning to Read Story Book
Friday 27 April 12

31. Children enjoy text that is slightly more complex than there own speech
From the age of 6 children enjoy tensions that come with suspense and adventure
Children are more likely to read something they are interested in
Children enjoy subtle humour: something predictable used in an unpredictable way
They enjoy humorous poetry with subtle word play
Can read stories with chapters and longer passages of text: dozen lines or more
Capabilities of Targeted Age Group (5-7)
Children and Learning
Interactive Learning to Read Story Book
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32. Balanced Approach Language Structure
Story/narrative
Word Exercises (Games)
Interactivity (drag and drop, use of accelerometer, etc)
Illustration
Animation
Narration (and Narration Replay)
Voice Recording
Individual Word Pronunciation
Settings (parental)
Help/assistance (parental)
Instant Feedback (for Exercises)
Progress Tracking (low Priority)
Security (child lock) (low Priority)
List gleaned from collective data gathered.
Initial User Requirements list
Interactive Learning to Read Story Book
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33. Welcome Screen: Provides access to Read to Me, R
ead Myself and Parental Settings Read to Me: Child can have story read to them
Access to Read to Me option Chapter X: Page 1: Narration and Interactivity
Access to Read Myself option
Access to Exercises only option (if made available) Chapter X: Page 2: Narration and Interactivity
Chapter X: Page 3: Narration and Interactivity
Access to Parental Settings
Chapter X: Page 4: Narration and Interactivity
Chapter X: Page 5: Narration and Interactivity
....
Parental Settings: Parents can have a secure access to the
settings section: They will be able to control: Read to Me Page 10: Narration and Interactivity
(on/off), Exercises (on/off), Record their Voice and set as
default, Allow child record their own voice while reading, etc
Read to Myself: Child can read story in their own time (no narration)
Read to Me (on/off)
Chapter X: Page 1: No Narration and Interactivity
Exercises (on/off)
....
Exercises only (on/off)
Chapter X: Page 10: No Narration and Interactivity
Record own Voice
Chapter X: Exercise
Set custom voice as default
Allow child record their own voice while reading
Exercises Only: Child can do exercises only
Track Progress of Child Exercise 1: Randomly Selected
Exercise 2: Randomly Selected
Exercise 3: Randomly Selected
Exercise 4: Randomly Selected
List gleaned from initial requirements list
Functional Modules
Interactive Learning to Read Story Book
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34. App Flowchart
Interactive Learning to Read Story Book
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35. Child will engage with the content and follow narrative.
Child will benefit from educational aspect of content.
Child is able to safely use the application alone/without
assistance.
Parents are able to easily maintain, observe and further
their child’s use of the app
List gleaned from initial requirements list
Critical Success Factors
Interactive Learning to Read Story Book
Friday 27 April 12

36. The design is based in western culture and this could limit its
appeal if intending to expand to global market.
This version of the app being confined to UK English will
mean it will have no appeal in the largest market for apps,
the US.
App may well be lost in the vast array of apps now available
and never fully realise its potential.
Without some kind of certification the app may not be taken
seriously
MVP: The App could be stripped of its exercises and still
function as an educational interactive book based on the
fact that the language used will be carefully selected to be
age-appropriate and comply to the ‘balanced
approach’ (phonetic and whole language) used in Irish and
British schools.
List gleaned from initial requirements list
Issues and Risks, MVP
Interactive Learning to Read Story Book
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37. Bernadette Burns
President: St Nicholas Society of Montessori Teachers Association
In response to survey results: Impressed that so many respondents were aware of ‘best practice’
for early child reading education.
In response to F. McG’s reading of iPad:
Interactivity: Pre-reading exercises. Card/Shape matching. Trains a child to carry an image from
one line to the other.
Requirements list as outline in Doc: Conforms to ‘best practice’ from a teaching point of view.
Requirements Doc: List overall is good. Security maybe an issue.
Requirements Verification by Real Users
Interactive Learning to Read Story Book
Friday 27 April 12

38. Laura Gill
Fully Qualified Montessori Teacher
Requirements Doc: Generally good, supports Montessori methods, wary of too much interaction at
the wrong time.
Requirements Verification by Real Users
Interactive Learning to Read Story Book
Friday 27 April 12

39. Mary Reynolds
Part-qualified Montessori teacher and mother of two.
Requirements Doc: Age appropriate very important. Balance needed between narrative and
interaction. Parental supervision required for some children.
Requirements Verification by Real Users
Interactive Learning to Read Story Book
Friday 27 April 12

40. Nuala Springorum
Mother of two
Requirements Doc: List overall is good. Not so sure of the need for progress tracking. Security
maybe an issue.
Requirements Verification by Real Users
Interactive Learning to Read Story Book
Friday 27 April 12

41. Anne Dempsey
Mother of two
Requirements Dcc: Less sure of list. Thinks kids might like it but her own children are not at that
age yet so her experience is limited.
Requirements Verification by Real Users
Interactive Learning to Read Story Book
Friday 27 April 12

42. Chapter 1
Fionndel and Nuggs were regular visitors to the zoo and know all the keepers. One Saturday morning they
are arrive at to find that everyone is upset. One of the elephants is missing. Jez, the elephant keeper is
sitting on a rock looking very sad.
“What has happened?” asks Fionndel.
“Trunky, has escaped”, replied Jez pointing to a flattened section of fencing in the elephant enclosure and
beyond to a large hole in the zoo outside wall of the zoo.
Fionndel and Nuggs knew Trunky well and promised Jez that they would find her and return her safely to
the zoo. Before anyone could protest they were off on their quest in search of the missing elephant.
Sample Chapter 1 Exercise: Analysis and Word Recognition
Drag and Drop: Rearrange the following letters to create proper words:
orck! lawl ! ooz! eloh!
Language adjusted to be age-appropriate for 5-7 year olds utilising the ‘balanced approach’ to teaching literacy
Story Outline
Interactive Learning to Read Story Book
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43. Chapter 2
Across the road from the zoo there was an old musician sitting on a crate playing a squeezebox. He had a
pet monkey who danced for the passers-by. Fionndel stoppeds to ask if he had seen an elephant. “No”,
replied the man. Nuggs made some monkey sounds [reader makes monkey sounds] and asked the
monkey if he had seen the elephant. The monkey jumped up and down and pointed down towards the park
at the end of the road. Our two detectives set off towards the park.
Sample Chapter 2 Exercise: Recognise Similar Sounds
Link the following words that rhyme:
lark man ! toad
van park! road
Language adjusted to be age-appropriate for 5-7 year olds utilising the ‘balanced approach’ to teaching literacy
Story Outline
Interactive Learning to Read Story Book
Friday 27 April 12

44. Chapter 3
In the park there were two women standing talking to each other. One of them had a dog on a lead. The two boys went over to them.
“Excuse me”, said Fionndel, “have you seen an -”
but the two women carried on talking. Nuggs decided to ignore them and started barking at the dog [reader makes barking noise]. The dog immediately
responded, barking and pointing towards a gate at the far end of the park. Sure enough, the gate at the far end of the park looks a bit bent out of shape -
as if something very large had squeezed through it. The two boys went over and took a look. They carefully stepped through the gate.
On the other side of the gate there were two roads leading in opposite directions. Fionndel scratched his head wondering which road to take.
“Which road did Trunky take?”, he pondered.
“What’s that?” asks Nuggs pointing down the middle of one of the roads.
“Ah”, says Fionndel “that’s great, that’s elephant dung”.
“That’s not great”, says Nuggs “that’s SMELLY”.
“But that means Trunky went down this way”, says Fionndel.
“Well I am not going down there!” replies Nuggs.
With some help [from the reader tilting the mobile device] the dung is rolled the out of the way and the boys proceed on their way.
Sample Chapter 3 Exercise: Understand Meaning and Context
Drag and Drop. Arrange the individual images [not shown here] that would best describe the passage of text:
“The dog immediately responded, barking and pointing towards a gate at the far end of the park”.
[Set of graphic elements would be displayed that the child could arrange as they wished to represent the sample text.]
Language adjusted to be age-appropriate for 5-7 year olds utilising the ‘balanced approach’ to teaching literacy
Story Outline
Interactive Learning to Read Story Book
Friday 27 April 12

45. Chapter 4
At the end of the street is was an old house. Fionndel went up the steps and knocked on the door.
“Do you think that Trunky is in here?”, asked Nuggs.
“I don’t know” said Fionndel “but we can always ask the owner”.
After a long wait the door slowly opened and a little old women no bigger than the boys themselves peered out.
“I beg your pardon, Ma’am” said Fionndel, remembering his manners, “have you seen an elephant?”.
“What kind of elephant?” came the unexpected reply.
“Oh, eh, well it’s a.. it’s..” -
“...an Indian Elephant”, cut in Nuggs.
“Yes, and Indian elephant”, confirmed Fionndel.
“Well, I am afraid I can’t help you” said the old woman,
“I only have china elephants on my mantlepiece”.
As they turned away from the door of the old house Fionndel noticed a cat sitting on the last step.
“Meow”, he said to the cat in case she had spotted Trunky [reader makes Meow sounds].
Immediately the cat jumped up and licked Fionndel in the face and then pointed to a lane-way to the side of the house. The cat told the boys to go down to the end of the lane-way
to a field there. They wasted no time and were soon in the field looking for clues. It was not long before they found freshly trampled grass.
“I think we are getting close”, said Fionndel....
Sample Chapter 3 Exercise:
Select On-screen Cards: Memory, Word Recognition
A number of cards with words are on the screen face down. The child turns over cards and sees a word. The card flips back to face down orientation after a couple of seconds. If
the child turns over two cards that are the same one after the other, both cards are removed to the side of the screen and the child continues the game until all cards are cleared.
Language adjusted to be age-appropriate for 5-7 year olds utilising the ‘balanced approach’ to teaching literacy
Story Outline
Interactive Learning to Read Story Book
Friday 27 April 12

46. Lawrence, Lynne, Montessori: Read and Write, A Parent’s Guide to Literacy for
Children, Three Rivers Press1998
Stevens, Chris, Designing for the iPad: Building Applications that Sell, Wiley, 2011
Guardian: article re gender balance in children’s books
http://www.guardian.co.uk/books/2011/may/06/gender-imbalance-children-s-
literature
Reading Schemes - Kieran O’Regan Educational Agencies
Accessed April 2012
http://kieranoreganeducational.com/reading-schemes.html
Access November 2011
http://itunes.apple.com/us/app/booksy-learn-to-read-platform/id454984042?
mt=8
Starfall's Learn to Read with phonics
Accessed April 2012
http://www.starfall.com/
Accessed in November 2011
geeklish: kids books on iPad
http://brodiebeta.com/2010/06/16/list-of-interactive-childrens-books-for-the-
Reading Wars: Phonics vs. Whole Language
ipad/
http://jan.ucc.nau.edu/~jar/Reading_Wars.html
Accessed April 2012
Accessed October 2011
Geekdad: ‘...bedtime read?’
Joan Ganz Cooney Center - Advancing Children's Learning in a Digital Age
http://www.wired.com/geekdad/2012/03/a-quiet-read/
http://www.joanganzcooneycenter.org/
Accessed March 2012
Accessed October 2011
David Maybury (Illustrator)
http://www.davidmaybury.ie/journal/?p=10118
Accessed march 2012
childrensillustrators
http://www.childrensillustrators.com/
Accessed February 2012
References
Publications used in research
Interactive Learning to Read Story Book
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