Using Primary Language Support via Computer to Improve Reading Comprehension Skills of First-Grade English Language Learners

Rodríguez, Cathi Draper; Filler, John; Higgins, Kyle

doi:10.1080/07380569.2012.702718

Cited by 14 publications

(8 citation statements)

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“…Of the 26 publications that were included in our final analysis, four reported results on all three reading outcomes (Linan-Thompson, Vaughn, Hickman-Davis, & Kouzekanani, 2003; Rodríguez, Filler, & Higgins, 2012; Vaughn, Cirino, et al, 2006; Vaughn, Mathes, et al, 2006), five reported results on either reading comprehension and reading fluency (Begeny, Ross, Greene, Mitchell, & Whitehouse, 2012; Kemp, 2006; La von Bridges, 2006) or reading comprehension and reading accuracy (Lovett et al, 2008; Wanzek & Roberts, 2012), and 17 reported results on only one reading outcome. There were 1,496 students represented, with sample sizes ranging from seven to 236 students.…”

Section: Resultsmentioning

confidence: 99%

Are Reading Interventions for English Language Learners Effective? A Meta-Analysis

2019

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Despite concerted efforts to improve the reading skills of English language learners (ELLs), it remains unclear if the interventions they have been receiving produce any positive results. Thus, the purpose of this meta-analysis was to examine how effective reading interventions are in improving ELLs’ reading skills and what factors may influence their effectiveness. Twenty-six studies with reported outcomes for pretest and posttest were selected, and four moderators (group size, intensity of intervention, students’ risk status, and type of intervention) were coded. The results of random-effects analyses showed that the reading interventions had a large effect on ELLs’ reading accuracy ( d = 1.221) and reading fluency ( d = 0.802) and a moderate effect on reading comprehension ( d = 0.499). In addition, for real-word reading accuracy, intervention groups composed of more than five students were less effective than groups composed of two to five students, and longer intervention sessions were less effective than shorter ones. Overall, our findings suggest that reading interventions have positive effects on ELLs’ reading skills, and they should not be delayed until these students have reached a certain level of oral English proficiency.

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Section: Resultsmentioning

confidence: 99%

Are Reading Interventions for English Language Learners Effective? A Meta-Analysis

2019

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“…Macaruso and Rodman (2011a) examined Lexia Reading, a supplemental phonics program, and found significant benefits for EL kindergartners in phonological awareness and word recognition. Rodríguez et al (2012) also used Lexia Reading and found superior gains in reading comprehension when EL first graders received instructions in their native language (Spanish) rather than English. In general, these results are consistent with other studies showing that use of technology can support reading development in at-risk students (e.g., Cassady and Smith 2005;Hecht and Close 2002;Macaruso et al 2006;Macaruso and Walker 2008;Macaruso and Rodman 2011b;Mitchell and Fox 2001;Saine et al 2011;Torgesen et al 2001).…”

Section: Introductionmentioning

confidence: 99%

Efficacy of a blended learning approach to elementary school reading instruction for students who are English Learners

Kazakoff¹,

Macaruso

Hook³

2017

Education Tech Research Dev

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U.S. Department of Education data continually indicate that students who are English Learners (ELs) underperform in reading compared to students who are not English Learners (non-ELs). This study examined whether a personalized, adaptive blended learning approach can support reading development in ELs and non-ELs. There were 442 ELs and 442 non-ELs matched on grade level, beginning-of-year aimsweb tier status, and placement level in the blended learning program (Lexia Reading Core5 Ò ). After 1 year, both groups showed significant gains on aimsweb with no differences between groups for kindergarten, and second through fifth grade. In first grade, students who are ELs outperformed students who are nonELs. For students who continued the blended learning program for 2 years, ELs and non-ELs showed similar changes in aimsweb tier status. Notable reduction in the percentage of students identified as at-risk for reading failure was found in both the EL and non-EL groups.

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“…Research is clear about the promise of using technology in instruction for ELLs. Technology-based reading programs have a positive impact on ELLs' reading achievement (Cheung & Slavin, 2011) and computer-based native language instructions support reading comprehension (Rodr ıguez, Filler, & Higgins, 2012). Technology can offer ELLs additional supports for comprehension, such as access to glossaries and/or online dictionaries to explain meaning of unknown words, phrases, or concepts (Abraham, 2008;Chun, 2011).…”

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confidence: 99%

Technology in Teaching English Language Learners: The Case of Three Middle School Teachers

Andrei

2016

TESOL Journal

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This study looks at how three middle school teachers of English as a second language (ESL) use technology in the classroom. Technology use in the ESL classroom has the potential of supporting the English and content learning of English language learners, but the availability of technology does not necessarily lead to technology integration that supports student learning. Teacher attitudes and beliefs toward technology as well as lack of time and adequate resources may deter teachers from integrating technology in their lessons. The researcher conducted teacher interviews and classroom observations of each of the language arts classes taught by three ESL teachers. Available technology at the classroom, ESL department, and school levels was diverse: digital boards, overhead projectors for the digital boards, document cameras, laptops, desktops, iPods, iPads, and internet connection for all the devices. The teachers seemed to be comfortable users of the available technology despite scarce training, lack of time and technology support, and several episodes of technology malfunction. However, the use of technology could be expanded. The researcher makes several recommendations, such as additional time for planning lessons that use technology and further professional development related to technology use.

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Using Primary Language Support via Computer to Improve Reading Comprehension Skills of First-Grade English Language Learners

Cited by 14 publications

References 10 publications

Are Reading Interventions for English Language Learners Effective? A Meta-Analysis

Are Reading Interventions for English Language Learners Effective? A Meta-Analysis

Efficacy of a blended learning approach to elementary school reading instruction for students who are English Learners

Technology in Teaching English Language Learners: The Case of Three Middle School Teachers

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