Exploring the Cross-Linguistic Transfer of Reading Skills in Spanish to English in the Context of a Computer Adaptive Reading Intervention

Autor/inn/en	Baker, Doris Luft; Basaraba, Deni Lee; Smolkowski, Keith; Conry, Jillian; Hautala, Jarkko; Richardson, Ulla; English, Sherril; Cole, Ron
Titel	Exploring the Cross-Linguistic Transfer of Reading Skills in Spanish to English in the Context of a Computer Adaptive Reading Intervention
Quelle	In: Bilingual Research Journal, 40 (2017) 2, S.222-239 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2017.1309719
Schlagwörter	Transfer of Training; Pretests Posttests; Spanish; Oral Reading; Reading Fluency; Decoding (Reading); Computer Games; Response to Intervention; English (Second Language); Second Language Learning; Bilingualism; Reading Skills; Teacher Attitudes; Small Group Instruction; Outcomes of Education; Computer Assisted Instruction; Statistical Analysis; Elementary School Students; Emergent Literacy; Reading Tests; Student Surveys; Teacher Surveys; Risk; Educational Quality; Texas; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Training; Transfer; Ausbildung; Spanisch; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Dekodierung; Computer game; Computerspiel; Computerspiele; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Bilingualismus; Reading skill; Lesefertigkeit; Lehrerverhalten; Lernleistung; Schulerfolg; Computer based training; Computerunterstützter Unterricht; Statistische Analyse; Frühleseunterricht; Lesetest; Schülerbefragung; Risiko; Quality of education; Bildungsqualität
Abstract	We explore the potential of a computer-adaptive decoding game in Spanish to increase the decoding skills and oral reading fluency in Spanish and English of bilingual students. Participants were 78 first-grade Spanish-speaking students attending bilingual programs in five classrooms in Texas. Classrooms were randomly assigned to the treatment (i.e., where students played Graphogame Spanish) for 16 weeks for ten minutes per day (n = 3) versus business as usual instruction (n = 2). Results indicate that students at some risk on Spanish pseudoword reading appeared to benefit the most from playing the game. Analysis of gains suggests a potentially small, but meaningful educational effect of the game on Spanish oral reading fluency and English pseudoword reading when taking Spanish decoding skills at pretest into account. Students indicated that they enjoyed playing the game, and that the game helped them improve their reading skills. Teachers perceived the game as an engaging tool for students to use during small-group instruction or during independent time in a Response-to-Intervention approach. We discuss our mixed results in the context of using computer-adaptive games to improve the academic outcomes of bilingual students. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01