Benefits of Computer-Assisted Instruction to Support Reading Acquisition in English Language Learners

Abstract

Young children who are English language learners (ELLs) face major challenges in learning to read English. This study examined whether computer-assisted instruction (CAI) can be beneficial to ELL kindergartners enrolled in bilingual classes. The CAI programs provided systematic and structured exercises in developing phonological awareness and phonics skills. Comparisons were made between a treatment group given CAI support and a control group receiving the same classroom instruction without structured CAI support. Differences in pretest and posttest scores revealed significantly greater gains for the treatment group compared to the control group. The largest discrepancy between groups occurred in the area of phonological awareness. Significant differences favoring the treatment group were also found in sight word recognition. A subanalysis of low performers in the two groups showed similar outcomes as the full groups. Our findings indicate that ELL students benefit from intensive practice in basic reading skills as provided by CAI support.

ACKNOWLEDGMENTS

We extend our sincere appreciation to the administrators, kindergarten teachers, support staff, and participating children in the Ennis, Texas, Independent School District. Special thanks go to Brian Fry, Curriculum Director, and Jodi Chapman, our on-site implementation coordinator. We also thank Ann Chartier for her contributions to the study.