Reading Instruction for English Language Learners in U.S. Elementary Education: A Review of the Literature

Zuo, Xinyue

doi:10.3102/1688321

Proceedings of the 2021 AERA Annual Meeting 2021

DOI: 10.3102/1688321

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Reading Instruction for English Language Learners in U.S. Elementary Education: A Review of the Literature

Xinyue Zuo¹

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Cited by 3 publications

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“…In the first paper, “Technology Assisted Reading Instruction for English Learners: A Methodological Review,” Zuo and Ives (2023) share a review of 32 peer-reviewed articles published over the past two decades on technology-assisted reading instruction (TARI) for English language learners (ELLs). Their review demonstrates the benefits of TARI for ELL students, as this approach provides scaffolding for students’ reading performance, increases their reading motivation, and offers opportunities for collaborative learning.…”

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“…They recommend that future research also use other evaluative tools such as portfolios. Zuo and Ives also note that more professional development is needed to “[leverage] the enormous potential of TARI” (2023, p. 19). Teachers can be trained to “equip students with the skills necessary to make technology a facilitator of their literacy development” (Zuo & Ives, 2023, p. 19).…”

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“…First, several authors claim that EdTech's ability to change education depends on its users. For example, several studies have described the importance of providing teachers with adequate professional development to leverage EdTech tools (Bonk & Zhu, 2023; Shin et al, 2023; Wang, 2023; Zuo & Ives, 2023). Students must also engage in new multimodal literacies (Kim, Park, et al, 2023; Unsworth, 2023).…”

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“…For example, Kim, Borowiec, et al's (2023) study on EdTech leaders addresses the gap in research on industry partners, but more work is needed. Zuo and Ives (2023) found that most research on TARIs has been conducted on elementary school students, whereas limited research has been conducted on kindergarten, middle, and high school students. In Wang's (2023) study, ease of use was not a factor in technology integration among in-service English teachers, which contrasts with prior research on pre-service teachers.…”

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confidence: 99%

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A New Era in EdTech: Emerging Challenges and Opportunities

Kim (김덕순),

Borowiec,

Wortham

2023

ECNU Review of Education

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The COVID-19 pandemic dramatically expanded the increasingly important role of educational technology ("EdTech") in K-16 education. EdTech is "the introduction of information and technology tools in teaching and learning" (Ganimian et al., 2020, p. 5). Examples of EdTech include audio-visual aids, computer-assisted learning, mobile devices, smart technologies, and virtual reality (Huang et al., 2019). One sign of the growing importance of technology in schools is the rapid increase in EdTech investments, which tripled between 2019 (pre-COVID) and 2021 (during COVID; HolonIQ, 2022). Nonetheless, inequality in access to technology remains a barrier for students in underserved schools (Chapman et al., 2010;Dorn et al., 2020).Educators swiftly incorporated new technologies and identified innovative strategies to continue delivering instruction during the early stages of the COVID-19 pandemic, when most schools had stopped providing in-person instruction (e.g., Kim et al., 2021). While schools have moved most instruction back to in-person, it is clear that existing and new technologies will continue to be

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A New Era in EdTech: Emerging Challenges and Opportunities

Kim (김덕순),

Borowiec,

Wortham

2023

ECNU Review of Education

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A Scoping Review of Research on the Use of Digital Technologies for Teaching Reading Fluency

Oakley

2024

Education Sciences

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Background: Reading fluency is a crucial component of reading. Research indicates that the use of digital technologies can help students with reading difficulties and disabilities improve their reading fluency. Objectives: The objective of this scoping review was to identify and describe research focusing on the use of digital technologies for teaching reading fluency to primary or elementary students in English-speaking settings. Design: Online databases were used to identify papers published between 2013 and 2023. Eighty-six papers that met the inclusion criteria were selected for analysis. Results: The review indicates that research has primarily focused on the use of digital technologies as interventions to support students at risk of reading difficulties and students with disabilities, with relatively little research emphasis on general classroom teaching of reading fluency. Moreover, uses of digital technologies for the teaching of reading fluency could mostly be categorised as “enhancements” of common non-digital strategies for teaching reading fluency, such as explicit teaching, drill and practice, and repeated readings. Much of the research has focused on the use of programs as opposed to the innovative use of open-ended digital tools. Conclusions: This paper raises questions about the relatively narrow uses of digital technologies in the teaching and research of reading fluency and calls for an expanded research agenda to include a broader range of pedagogical goals and approaches.

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Utilization of Instructional Technology in English Language Teaching (ELT) based on Constructivism: A Literature Review

Sulindra,

Cendra,

Hartani

2024

E-Jou

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This literature review paper explores the realm of constructivism within educational environments, specifically focusing on the use of instructional technology in English Language Teaching (ELT) for higher education. The scope of instructional technology in this paper is any kinds of technological support designed to accommodate various learning opportunities for learners by providing multiple tools or means of engagement, representation, and expression in ELT. Meanwhile, Constructivism, a prominent learning approach having been used widely in educational realm, underscores learners' active participation in constructing their own knowledge through experiences and interactions with their surroundings. Constructivism emphasizes the importance of authentic tasks and meaningful contexts in fostering knowledge transfer. The roots of constructivism trace back to Vygotsky's sociocultural theory, highlighting the role of social interactions and tools in cognitive development. The paper aims to examine how instructional technology can facilitate constructivist principles in ELT, examining global trends, knowledge acquisition, and the interplay between technology and constructivist pedagogy. The paper makes use of literature review for the methodology, based on a systematic review approach to gather and analyze relevant scholarly articles, books, reports, and conference papers concerning how instructional technology is used to employ constructivism in English Language Teaching (ELT), in higher education settings. The review also dives into practical implications and recommendations for leveraging instructional technology as scaffolding for language learners to navigate their Zone of Proximal Development effectively. Eventually, the integration of instructional technology within constructivist pedagogy presents rooms for establishing dynamic and interactive learning environments. However, thoughtful attention must be given to teaching and learning strategies, teacher support, and effective synergy of technology to obtain its full potential in enhancing student learning.

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Reading Instruction for English Language Learners in U.S. Elementary Education: A Review of the Literature

Cited by 3 publications

References 0 publications

A New Era in EdTech: Emerging Challenges and Opportunities

A New Era in EdTech: Emerging Challenges and Opportunities

A Scoping Review of Research on the Use of Digital Technologies for Teaching Reading Fluency

Utilization of Instructional Technology in English Language Teaching (ELT) based on Constructivism: A Literature Review

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