Supporting emergent literacy for English language learners with computer‐assisted instruction

Abstract

The growing number of students whose primary language does not match the language of their schools and a steadily growing performance gap has prompted widespread attention to support emergent literacy gains for those students. This study randomly assigned schools in a Southwestern U.S. state with English language learners (ELLs) in kindergarten and first grade to an experimental computer-assisted instruction (CAI) condition or a 'business as usual' control. The study tracked ELLs performance over one academic year using a nationally normed standardised reading test. The results demonstrated first-grade students in the experimental condition demonstrated greater gains compared with the control students in the domains of vocabulary, phonics, phonological awareness and text comprehension. Gains for kindergarten were less consistent; however, the lowest language proficient students using CAI experienced greater gains in vocabulary when compared with controls. Results extend prior studies targeting ELL students' reading skill development with targeted CAI interventions.What is already known about this topic • English language learners (ELLs) face additional struggles in gaining literacy proficiency in the early grades. • Computer-assisted instruction (CAI) programs support learning for non-ELLs, provided the instructional materials target specific literacy needs directly. • Efficacy of CAIs (and any instructional program) is dependent upon the match between learner needs, classroom curriculum and programmatic features.What this paper adds • Large randomised control trial testing the effects of a CAI on ELL literacy development in kindergarten and first-grade students. • Measures of progressive learner development in critical literacy skills using a nationally normed measure of reading achievement. • Explicit attention to the levels of language proficiency intersecting with the use of the CAI to identify interaction effects Implications for theory, policy or practice • Computer-assisted instruction support for second language learners can be effective for targeted literacy gains, provided the program materials support critical literacy needs.

Knowledge, Concerns, And Interventions Related To D/deaf English Learners

“…Attaching meaning to words is essentially learning vocabulary (Lewis, 1993). Recent research within the EL population yields that interventions should focus on vocabulary development in addition to other skills (Cassady, Smith, & Thomas, 2018;Crevecoeur, Coyne, & McCoach, 2014;Flippini, Gerber, & Leafstedt, 2012;Johnston, Mercer, & Geres-Smith, 2018;Linan-Thompson, Vaughn, Hickman-Davis, & Kouzekanani, 2003;Lugo-Neris, Jackson, & Goldstein, 2010;Simon-Cerijido, & Gutierrez-Clellen, 2013;Tam, Heward, & Heng 2006). This is not surprising, when considering the relevance of vocabulary within literacy, which contains elements of reading and oral language.…”

Research on the Construction of English Autonomous Learning Model Based on Computer Network-Assisted Instruction

“…At the same time, Cassady et al have done a lot of empirical research in combination with theoretical research and developed and built a number of self-learning application centers or platforms, with good results [ 15 ]. Mandad et al propose an integrated technique designed to improve their self-directed learning and self-confidence, and to develop cultural literacy for social development and international exchange [ 16 ].…”

The Desire for Social Robots to Support English Language Learners: Exploring Robot Perceptions of Teachers, Parents, and Students

“…Approximately one in five students in the United States, more than 12 million children, speak a language other than English at home (Camarota and Zeigler, 2015). Approximately half of these students are officially classified as ELLs, which signals they have not yet met the established English proficiency requirements (Boyle et al, 2010).…”

“…To support student language development, many ELL classrooms have acquired computer-assisted learning programs (Barber et al, 2018;Cassady et al, 2018;Sharifi and Farrokh, 2019). Such programs aim at improving the fluency of ELLs using texts at their reading levels.…”