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.
Original language | English |
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Pages (from-to) | 91-105 |
Number of pages | 15 |
Journal | Journal of Applied School Psychology |
Volume | 39 |
Issue number | 1 |
DOIs | |
State | Published - 2023 |
Bibliographical note
Publisher Copyright:© 2021 Taylor & Francis Group, LLC.
Keywords
- English language learner
- Phrase reading
- flashcard
- tablet
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology
- Applied Psychology
- Psychiatry and Mental health