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The Impact of Technology on ELL Stud...

Nochta, Isabelle.

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

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Impact of Technology on ELL Students' Emergent Reading Development./
Author:	Nochta, Isabelle.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	58 p.
Notes:	Source: Masters Abstracts International, Volume: 82-01.
Contained By:	Masters Abstracts International82-01.
Subject:	Educational technology. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27997775
ISBN:	9798641410432

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

The Impact of Technology on ELL Students' Emergent Reading Development. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 58 p.

Source: Masters Abstracts International, Volume: 82-01.

Thesis (M.A.T.)--The William Paterson University of New Jersey, 2020.

This item must not be sold to any third party vendors.

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.

ISBN: 9798641410432Subjects--Topical Terms:

517670
Educational technology.
Subjects--Index Terms:

Emergent literacy

The Impact of Technology on ELL Students' Emergent Reading Development.
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500 $a Source: Masters Abstracts International, Volume: 82-01.
500 $a Advisor: Hong, Carrie E.
502 $a Thesis (M.A.T.)--The William Paterson University of New Jersey, 2020.
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520 $a 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.
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