Effects of Technology-Supported Language Experience Approach for English Learners With Exceptional Needs

Jozwik, Sara; Mustian, April L.

doi:10.1080/10573569.2019.1655690

Cited by 10 publications

(22 citation statements)

References 22 publications

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“…Jacob et al. (2016) restricted their sample to students in Grades 2–5 who were half a year to 2.5 years behind grade level, as measured by the Sight Word Efficiency subtest of the Test of Word Reading Efficiency (TOWRE; Torgesen et al., 1999) and the AimsWeb (Shinn et al., 2004) oral reading fluency task. In one SCED study (McCarty, 2012), all EL participants had a diagnosis of LD, with documented difficulties with decoding and/or reading fluency.…”

Section: Word‐level Reading Difficulties (Wlrd)mentioning

confidence: 99%

“…Thus, we fit random intercepts (levels) during the baseline phase and random intercepts and linear slopes (liner time trends) during the treatment phase. The only exception was Jozwik and Mustian (2020), where linear slope was modeled as fixed effects because of a nonconvergence issue. Finally, we constrained the number of baseline sessions to five and the follow-up time-points to 18 across the studies, because this was the common time parameter across studies.…”

Section: Effect-size Calculationmentioning

confidence: 99%

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Effectiveness of Interventions for English Learners with Word Reading Difficulties: A Research Synthesis

Solari

Kehoe

Hall

et al. 2022

Learn Disabil Res Pract

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This study meta-analyzed the last four decades of reading intervention research focused on improving reading outcomes for English language (EL) students in Grades K-5 with or at risk for word reading difficulties. Experimental and quasi-experimental group design and single-case experimental design (SCED) studies were included; 10 group design and 7 SCED studies met inclusion criteria (m = 61; total student N = 2,270). Visual inspection of the effect size distribution revealed that the assumption of between-study heterogeneity was not supported; therefore, the findings were synthesized for SCED studies separately from those reported in group design studies. Implications for practice, policy, and future research are discussed.In public schools across the United States, English learners (ELs) constitute a large and fast-growing student demographic (National Center for Educational Statistics [NCES], 2020). Specifically, in the fall of 2018, more than 10% of the nation's K-12 students were classified as ELs, representing approximately 5 million students (NCES, 2020). Nationwide, the number of ELs in school grew by 28% from 2000 to 2016, with 17 states seeing a greater than 100% increase (Office of English Language Acquisition, 2020).National data demonstrate that many children who are ELs are not able to read proficiently; for example, the majority of fourth-grade EL students are not reading at a proficient level (10%; National Association of Education Progress, 2019). Complex and interrelated factors explain disparities in elementary-grade reading performance between EL and English monolingual (EM) students. Demographic data suggest that Hispanics experience systemic inequities in access to education, healthcare, and economic opportunities, and communities with large proportions of ELs experience higher poverty rates (National Center for Education Statistics, 2019). As a result, more ELs attend schools of poorer quality and with fewer resources and experienced teachers than do EM students (Cosentino de Cohen et al., 2005;Gándara et al., 2003; Office for Civil Rights, 2016). Income disparities also factor into fewer out-of-school-time (OST) opportunities available to ELs, both before and after the Requests for reprints should be sent to Emily J. Solari, University of Virginia. Electronic inquiries should be sent to

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Section: Word‐level Reading Difficulties (Wlrd)mentioning

confidence: 99%

Section: Effect-size Calculationmentioning

confidence: 99%

Effectiveness of Interventions for English Learners with Word Reading Difficulties: A Research Synthesis

Solari

Kehoe

Hall

et al. 2022

Learn Disabil Res Pract

View full text Add to dashboard Cite

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“…The feedback given by the system includes word spelling check, grammar check, and pronunciation check. In addition to the legacy word check, two scholars conducted a survey of learners who used this system, and 79% of the students were satisfied with the effect of the system [14]. The scholars from Ho Chi Minh City University of Science and Technology in Vietnam jointly used the E-Learning system to conduct related research on the writing evaluation of English learners in junior high schools [15].…”

Section: Related Workmentioning

confidence: 99%

Experience Control Analysis of English Reading Software Based on Wireless Binocular Line‐of‐Sight Sensing

Feng¹

2021

Journal of Sensors

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This paper proposes a segmented combined English text measurement method based on two sets of orthogonal linear image sensors and one area image sensor. This method fully combines the advantages of the linear image sensor and the area image sensor in long-distance and short-distance English text measurement and can continuously perform high-precision English text tracking within a large range of viewing distance. Based on this method, a set of segmented English text measurement system is designed and constructed. This paper presents a method for extracting English word boundaries based on semantic segmentation to solve the problem of global positioning and horizontal initialization of English reading text. The semantic segmentation method based on fully convolutional networks (FCN) is analyzed, and the target classification is defined. We used the classic FCN framework and model, fine-tuned with manually annotated data, and achieved good segmentation results. For the definition and extraction of English word boundaries in English text, a piecewise linear model is used to measure the projection confidence of each English word boundary point, and the overall observation of the English word boundary is measured. When the observation confidence is high enough, combined with the English word boundaries marked in the high-precision image, the horizontal positioning is obtained by matching the weights. This paper concludes that English reading software can help learners in English learning to a certain extent, which proves that the English reading software is an effective supplement based on blended learning classrooms. Through the analysis of learners and teaching content, an English teaching model based on English reading software blended learning is designed. Experimental studies have proved that English reading software can help learners learn English, which not only expands their vocabulary but also broadens their horizons.

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“…Even though there were many researchers particularly in language area within digital surrounding such as (Bajrami & Ismaili, 2016;Beschorner et al, 2018;Cuaca Dharma et al, 2017;Jozwik & Mustian, 2019;Sirivedin et al, 2018;Tridinanti, 2017), yet, in the fact that the research of DE in language learning field is still rarely done or found by researchers, probably it basically comes from anthropology or sociology that poses culture value in the research analysis. Therefore, the discussion above limits only in the number of 10 articles that were chosen particularly in language learning studies.…”

Section: Autoethnographymentioning

confidence: 99%

“…In addition, the activities of language learning and teaching process may be held whether inside or outside the classroom. The several researches that investigated some technology aids in language learning for instance applied on practicing technology tools such as video materials (Bajrami & Ismaili, 2016), technology integration planning cycle (Beschorner et al, 2018), platform of Skype and Zoom (Cuaca Dharma et al, 2017), technology-supported LEA (Jozwik & Mustian, 2019), digital storytelling (Tridinanti, 2017), and social networking of Facebook (Sirivedin et al, 2018). There are also on technology concern in development researches particularly on designing Information, Communication and Technology such as designing ICT competences-integrated language awareness (English phonetics and phonology, English morphology and syntax, and English socio-pragmatic) (Tampubolon & Darmahusni, 2019), designing ICT competencesintegrated writing syllabuses (Syifa & Darmahusni, 2019), designing ICT competence-integrated syllabuses of reading course (Bandan & Dewanti, 2019), and designing ICT competences-integrated syllabuses of Grammar courses (Purnawati & Iskandar, 2019).…”

mentioning

confidence: 99%

Exploring Digital Ethnography Applied to Language Learning Study: A Literature Review

Febriyanti

Lustyantie²

2020

IJLECR

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Abstract The digital or virtual atmosphere in the education field today begins to spread which includes in the area of language learning. In line with that one, a research design is proposed in a similar context that is Digital Ethnography (DE). The research aims are to reveal and explore the detail of DE and how it is implemented in research. The method used in this study is qualitative, and the data is collected from 10 articles from reputable journals that discuss DE. The collected data were categorized based on the year, title, author, purpose, method result and discussion, and conclusion, afterward they were analyzed and presented descriptively. The findings of this study showed that DE can be applied in various topic particularly in language learning research. The implication of this study DE can be as one of the options as the research design related to language learning in a digital or virtual context.

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Effects of Technology-Supported Language Experience Approach for English Learners With Exceptional Needs

Cited by 10 publications

References 22 publications

Effectiveness of Interventions for English Learners with Word Reading Difficulties: A Research Synthesis

Effectiveness of Interventions for English Learners with Word Reading Difficulties: A Research Synthesis

Experience Control Analysis of English Reading Software Based on Wireless Binocular Line‐of‐Sight Sensing

Exploring Digital Ethnography Applied to Language Learning Study: A Literature Review

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