The Effects of Computer-Assisted Culturally Relevant Repeated Readings on English Learners' Fluency and Comprehension

Autor/inn/en	Barber, Mariah; Cartledge, Gwendolyn; Council, Morris, III; Konrad, Moira; Gardner, Ralph; Telesman, Alana O.
Titel	The Effects of Computer-Assisted Culturally Relevant Repeated Readings on English Learners' Fluency and Comprehension
Quelle	In: Learning Disabilities: A Contemporary Journal, 16 (2018) 2, S.205-229 (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-6928
Schlagwörter	Computer Assisted Instruction; Reading Instruction; Reading Programs; Culturally Relevant Education; English Language Learners; Second Language Instruction; Reading Fluency; Reading Comprehension; Oral Reading; Repetition; Urban Schools; Elementary School Students; Grade 1; At Risk Students; Computer Software; Emergent Literacy; Reading Tests; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Woodcock Reading Mastery Test + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Leseunterricht; Fremdsprachenunterricht; Leseverstehen; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Wiederholung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School year 01; 1. Schuljahr; Schuljahr 01; Frühleseunterricht; Lesetest
Abstract	This study examined the effects of a novel computer software program, Reading RACES (Relevant and Culturally Engaging Stories), on the oral reading fluency and comprehension of three urban first graders who were English language learners (ELLs) and showed reading/special education risk. The individually administered intervention consisted of repeated readings of culturally relevant passages delivered through computer software. A multiple baseline across participants revealed that after intervention, the participants increased their oral reading fluency and comprehension of novel culturally relevant (CR) passages, and to a slightly lesser extent, generalized these skills to AIMSweb (non-culturally relevant, NCR) passages. These findings are discussed relative to study effects for ELLs and the usefulness of this technology in urban classrooms. (As Provided).
Anmerkungen	Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldw-ldcj.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01