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, Sherryl; 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	(2017), (19 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.1080/15235882.2017.1309719
Schlagwörter	Bilingualism; Computer Assisted Instruction; Computer Games; Decoding (Reading); Educational Quality; Elementary School Students; Emergent Literacy; English (Second Language); Oral Reading; Outcomes of Education; Pretests Posttests; Reading Fluency; Reading Skills; Reading Tests; Response to Intervention; Risk; Second Language Learning; Small Group Instruction; Spanish; Statistical Analysis; Student Surveys; Teacher Attitudes; Teacher Surveys; Transfer of Training; Texas; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Bilingualismus; Computer based training; Computerunterstützter Unterricht; Computer game; Computerspiel; Computerspiele; Dekodierung; Quality of education; Bildungsqualität; Frühleseunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Lernleistung; Schulerfolg; Reading skill; Lesefertigkeit; Lesetest; Risiko; Zweitsprachenerwerb; Spanisch; Statistische Analyse; Schülerbefragung; Lehrerverhalten; Training; Transfer; Ausbildung
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. [This is the online version of an article published in "Bilingual Research Journal." For the final version of this article, see EJ1143411.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06