Using a Tablet-Based Intervention to Increase Sight-Phrase Acquisition for an ELL Student

Angela Hilton-Prillhart, Kathleen B. Aspiranti, Mark E. Dula, Sara Ebner

Research output: Contribution to journalArticlepeer-review

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 languageEnglish
Pages (from-to)91-105
Number of pages15
JournalJournal of Applied School Psychology
Volume39
Issue number1
DOIs
StatePublished - 2023

Bibliographical note

Funding Information:
This study was not funded

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

Fingerprint

Dive into the research topics of 'Using a Tablet-Based Intervention to Increase Sight-Phrase Acquisition for an ELL Student'. Together they form a unique fingerprint.

Cite this