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The Impact of Technology on ELL Students' Emergent Reading Development.

Isabelle. Nochta ProQuest Information and Learning Co.; The William Paterson University of New Jersey. Education. 2020

Masters Abstracts International 82-01.

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  • 題名:
    The Impact of Technology on ELL Students' Emergent Reading Development.
  • 著者: Isabelle. Nochta
  • ProQuest Information and Learning Co.; The William Paterson University of New Jersey. Education.
  • 主題: Educational technology; Elementary education; Early childhood education; English as a second language--ESL; Emergent literacy; English language learners; Kindergarten; Electronic books
  • 所屬期刊: Masters Abstracts International 82-01.
  • 描述: Students who speak English as a second language are commonly at a disadvantage in terms of their emergent literary development. The goal of this qualitative research study was to examine the impact of technology of ELL students' emergent reading development. Three ELL students in a general education kindergarten classroom were studied over the course of eight weeks using personal iPad devices for approximately thirty minutes each day. A combination of formal assessments, use of technology, student work samples, and teacher field notes were used in order to gather data and assess the participant's progress over the eight-week research period.Findings showed that all three ELL students demonstrated improvements in the areas of phonological awareness, more specifically, letter-sound correspondence, segmenting, blending through the use of technology to reinforce literacy learning. All three participants also demonstrated growth in their reading comprehension, print awareness, and use of decoding strategies. In addition, the findings suggest that students are more engaged and enthusiastic about participating through technological means of education, therefore allowing for more meaningful instruction when a teacher is present to monitor, guide, and plan along with the technology device. Based on the studied literature, theories, and data drive results, it is recommended that teachers allow time in their daily schedules for students to use technology to reinforce literacy learning. Incorporating technology is a simple way to ensure each student is working at an individualized level, pace, and skill set to best support their emergent literacy development.
  • 出版者: Thesis (M.A.T.)--The William Paterson University of New Jersey, 2020.
  • 建立日期: 2020
  • 格式: 1 online resource (58 pages)..
  • 語言: 英文
  • 識別號: ISBN9798641410432
  • 資源來源: NUTN ALEPH
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