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ERIC Number: EJ1194568
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
The Effects of Computer-Assisted Culturally Relevant Repeated Readings on English Learners' Fluency and Comprehension
Barber, Mariah; Cartledge, Gwendolyn; Council, Morris, III; Konrad, Moira; Gardner, Ralph; Telesman, Alana O.
Learning Disabilities: A Contemporary Journal, v16 n2 p205-229 2018
This study examined the effects of a novel computer software program, Reading RACES (Relevant and Culturally Engaging Stories), on the oral reading fluency and comprehension of three urban first graders who were English language learners (ELLs) and showed reading/special education risk. The individually administered intervention consisted of repeated readings of culturally relevant passages delivered through computer software. A multiple baseline across participants revealed that after intervention, the participants increased their oral reading fluency and comprehension of novel culturally relevant (CR) passages, and to a slightly lesser extent, generalized these skills to AIMSweb (non-culturally relevant, NCR) passages. These findings are discussed relative to study effects for ELLs and the usefulness of this technology in urban classrooms.
Descriptors: Computer Assisted Instruction, Reading Instruction, Reading Programs, Culturally Relevant Education, English Language Learners, Second Language Instruction, Reading Fluency, Reading Comprehension, Oral Reading, Repetition, Urban Schools, Elementary School Students, Grade 1, At Risk Students, Computer Software, Emergent Literacy, Reading Tests
Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldw-ldcj.org/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Primary Education; Early Childhood Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Woodcock Reading Mastery Test