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.

摘要

学习阅读的过程对于英语语言学习者 (ELL) 来说更加困难，因为他们在尝试学习阅读时通常会学习一门新语言。学习不规则/高频词（常见词）对 ELL 学生来说尤其具有挑战性。关于旨在帮助 ELL 学生阅读包含视觉词的短语的干预效果的研究有限。本研究使用跨短语集的多探针设计来评估基于平板电脑的短语干预对 ELL 学生习得包含视觉词的短语的影响。重复测量图表明在干预实施后获得的短语立即增加，短语获得急剧增加。此外，学生能够在干预阶段后保持收益。