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ERIC Number: ED550403
Record Type: Non-Journal
Publication Date: 2012
Pages: 110
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2677-9852-7
The Impact of Cyberreading Workstations on At-Risk Mexican American Elementary Students' Vocabulary Acquisition
Reyna, Concepcion
ProQuest LLC, Ed.D. Dissertation, Texas A&M University, Kingsville
An achievement gap between Anglo and Mexican American students is profound in many school districts. The lack of academic vocabulary that many Mexican American students possess is a major constituent that contributes to this educational gap. Conversely, children who enter school with limited vocabulary find reading, difficult, resist reading, learn fewer words, and consequently fall further behind (Stanovich, 1986). Not only are Mexican American students enduring challenges due to their limited vocabulary, they are also encountering problems due to the ineffective instructional strategies that are being utilized. According to Heck, Poindexter & Garcia (n.d) "most students have been educated in a traditional style for grades K-12: a teacher giving lectures in the classroom, written homework assignments, tests given using pen and paper, and printed textbooks." Fortunately, there are many schools and researchers that are veering toward more modern teaching strategies. For example, Ekiaka & Feng (2011) generated an experimental cyberlearning workstation instructional model that includes cyber teaching strategies. This pedagogical model is grounded on Campbell's (1991) learning centers theory; Gonzalez, Moll & Amanti (2005) notion of funds of knowledge, the digital videogame and information learning theoretical tenets (Collin & Halverson, 2009; November, 2010; Prensky, 2001, 2002, 2005 & 2010) and recent research findings from fitness and academic performance postulates (Cocke, 2002; Dwyer, Coonan, Leitch, Hetzel, & Baghurst, 1983; Tremblay, Inman, & Willms, 2000; Shephard, 1997). Due to cyberlearning, being a relevant element for today's students, an experimental study was conducted to examine if vocabulary acquisition through intense cyberreading instruction is more effective for digital native Mexican American elementary students. Despite limitations, statistical analysis of findings confirmed that the implementation of cyberreading workstation approach with the utilization of electronic/digital technology devices is more significant in helping student in the vocabulary acquisition process in comparison to the traditional teaching vocabulary strategies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A