iPads Support Writing and Reading Primary-aged children learn basic literacy skills in school and need visual materials to support their learning. In this case, iPad apps provide teachers with meaningful teaching strategies to teach them to read, write and speak correctly during elementary school. Bonnstette and VanOverbeke (2012) believe that “The elementary classroom builds the foundation for content areas and future student success. From writing creative stories to mastering math facts, apps provide an engaging and interactive platform for learning. (p. 3429). Additionally, iPad apps help students work cooperatively and independently. Gasparini (2011) stated that “iPads also worked great for independent tasks that students could practice (using a variety of apps for creativity, 3D visualization, research, or simply working with the curriculum)” (p. 49 ). With technology, students will gain maximum knowledge and skills more quickly and easily because technological tools offer students many different and interesting ways to learn. McClanahan et al., (2012) stated that “technologies have come to redefine literacy at school, at work, and at home” (p. 20) and this makes learning seem easier for students. A large number of people in this generation spend less time watching television and reading paper books and spend more time playing games, texting, using the computer and accessing the Internet. Such devices were essential for engaging students in their learning (Geist, 2011). iPads have many useful apps for students to improve their reading and writing skills. The educational community should consider the use of iPad apps as a significant factor in improving student learning (Geist, 2011). Using iPads for classroom learning provides better individual and cooperative learning; its capacity allows for a variety of functions and multimedia access. Apple has created many educational apps for students, including access to games, images, personal websites, or apps that have been proven effective for learning, in more creative ways; its architecture allows programs to adapt to other Apple products, improving sharing and cooperation (Omiterue, 2012). Furthermore, the most effective feature of the iPad is the ability to adapt and produce different contents through its applications (Gasparini, 2011). McCombs and Liu (2011) believe that “understanding the impact of the iPad in curriculum delivery will help educators develop efficient and effective instructional materials” (p. 522) and this will also help the school district know what support hardware and funding for maintenance and have a high quality for students and teachers who use it in schools. Students prefer eBooks and associated apps for reading because they can change the story or change the characters as they read. This motivates students to want to read because they can create the story about themselves; it becomes personal and therefore more interesting. They can construct their own stories at their own pace and then share their new creation with the rest of the class (Geist, 2011). iPad apps help new or struggling readers make more sense of what they're reading, helping them learn how to pronounce new words correctly and how to use them correctly in a sentence. One student, diagnosed with attention deficit hyperactivity disorder (ADHD), used the eBook in the iPad apps and eReader to