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

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.

Keywords:

• Phrase reading
• English language learner
• flashcard
• tablet

Compliance with ethical standards

Conflict of interest

Angela Hilton-Prillhart declares she has no conflict of interest; Kathleen B. Aspiranti declares she has no conflict of interest; Mark E. Dula declares he has no conflict of interest, Sara Ebner declares she has no conflict of interest

Ethical approval

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

Informed consent

Informed consent was obtained for all participants included in the study

Funding

This study was not funded