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| Autor/inn/en | Hilton-Prillhart, Angela; Aspiranti, Kathleen B.; Dula, Mark E.; Ebner, Sara |
|---|---|
| Titel | Using a Tablet-Based Intervention to Increase Sight-Phrase Acquisition for an ELL Student |
| Quelle | In: Journal of Applied School Psychology, 39 (2023) 1, S.91-105 (15 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1537-7903 |
| DOI | 10.1080/15377903.2021.2012864 |
| Schlagwörter | Handheld Devices; Intervention; English Language Learners; Second Language Instruction; Teaching Methods; Instructional Materials; Sight Vocabulary; Reading Instruction; Phrase Structure; Vocabulary Development |
| Abstract | The process of learning to read is more difficult for English language learners (ELLs) because they are often learning a new language as they are trying to learn to read. Learning irregular/high-frequency words (sight words) may be especially challenging for ELL students. Limited research exists on the effects of interventions designed to help ELL students read phrases containing sight-words. This study used a multiple-probe design across sets of phrases to evaluate the effects of a tablet-based phrase intervention on an ELL student's acquisition of phrases containing sight-words. Repeated measure graphs indicate an immediate increase in acquired phrases following intervention delivery with a steep increase in phrase acquisition. Additionally, the student was able to maintain gains after the intervention phase. The discussion emphasizes the delivery of the phrase intervention in the classroom setting. (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 | 2024/1/01 |
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