Week 6 of Semester 8
Teaching English with Technology, 14(1), 9-22, http://www.tewtjournal.org
THE INTEGRATION OF A COMPUTER-BASED EARLY READING PROGRAM TO INCREASE ENGLISH LANGUAGE LEARNERS' LITERACY SKILLS
by Laurie James
Western Washington University,
Bellingham, USA
OVERVIEW
Due to the education reformation through Race to the Top program, the incorporation of technology in English classroom was called to fulfill the need of improving the classroom pedagogical implications. This is because the implementation of high-quality instruction would allow opportunities to close the achievement gap between privileged and underprivileged children. Besides, other significant legislative acts, for instance, War on Poverty, A Nation at Risk and No Child Left Behind, were employed in this study as to support the notion of incorporating technology in an English language classroom. However, instead of focusing on the English classroom instructions at large, this study explored how literacy instruction could be diversified to enable students to show gains in literacy by using high-level of academic assessment methods. Therefore, Waterford Early Reading program was designed to improve reading fluency of the Third Grade English Language Learners.
In other words, the purpose of this study could be presented in a form of formula as below:
The Waterford Early Reading Program was a supplemental program, designed as an intervention curriculum that constituted an alternative to worksheets or workbooks. This program was believed of capable to provide a rich contextual environment allowing students to be constantly engaged in literacy activities and eventually to tailor learning to each student's unique needs. Thus, this program attempted to maximize computer instruction by motivating students to read while providing visual and auditory feedback. Computer could provide immediate feedback to the students in nature made it compatible and feasible for this study to employ it as a mechanism to reach literacy.
In other words, the purpose of this study could be presented in a form of formula as below:
Computer Reading Program/Waterford Early Reading + Third Grade English Language Learner
=
The Reading Literacy
The Waterford Early Reading Program was a supplemental program, designed as an intervention curriculum that constituted an alternative to worksheets or workbooks. This program was believed of capable to provide a rich contextual environment allowing students to be constantly engaged in literacy activities and eventually to tailor learning to each student's unique needs. Thus, this program attempted to maximize computer instruction by motivating students to read while providing visual and auditory feedback. Computer could provide immediate feedback to the students in nature made it compatible and feasible for this study to employ it as a mechanism to reach literacy.
Methodology: Research Design, Sample, Instrument.
This study was an experimental study, conducted at two Title I elementary schools in United States. These students were divided into two different groups; treatment and control group based on their results of Grade Level Expectations (GLEs) in which they had to sit for the pretest of Victory 1000 Oral Reading Fluency (ORF) design. In this test, students must demonstrate word recognition strategies to read fluently and proficiently. Hence, students not meeting the expectations in reading would enrol into the computer emphasized reading program and vice versa. It is reported that 36 students were enrolled into this program and 105 students did not enroll the program. After the results of the pretest had been recorded, then, the reading software program were ready to use.
Waterford Early Reading Program was incorporated into their educational day and was implemented for approximately 20 minutes, five days a week. Students used a designated computer and put on headphones to hear the directions. Students would have access to a keyboard, mouse, microphone, printer and computer camera mounted on the monitor as these components were vital to the success of this program. Academic areas displayed for each student on the summary report include the current lesson, fluency speed score, skill builder activity and comprehension activities. At the end of the research, Statistical Package for the Social Sciences software randomly selected scores from the research groups (20 test score selected from treatment group and 80 test score from the control group), tested data with Analysis of Variance, and used Pearson Chi-Square to determine how well a sample distribution fits the hypothesized distribution.
Findings: Data Collection and Data Analysis
Research Question 1:
Did the Computerized Waterford Early Reading Program improve oral reading fluency of English Language Learners?
The treatment group increased their mean oral reading fluency scores 30.8% more than the district average and 48.8% more than the national target scores.
Findings: Data Collection and Data Analysis
Research Question 1:
Did the Computerized Waterford Early Reading Program improve oral reading fluency of English Language Learners?
Table 1 Comparison of the oral reading fluency scores
Third Grade Students
|
Pretest
|
Posttest
|
||
Mean
|
SD
|
Mean
|
SD
|
|
Treatment (n=20)
|
55
|
38.12
|
89.6
|
35.06
|
Control (n=80)
|
102.8
|
40.81
|
130.4
|
41.47
|
F=2.004, p=.160
The English language students in the treatment group increased their average oral reading fluency scores more than the students in control group.
Research Question 2:
Did the Computerized Waterford Early Reading Program result in oral reading fluency scores for English Language LEarners closer to those of native English speakers by closing the achievement gap?
Table 2 Mean number of words read correctly for third grade students
Third Grade Students
|
Pretest September
|
Posttest
May
|
Treatment Group
|
55
|
89.6
|
School District Average
|
109
|
144
|
National
Target
|
99
|
113
|
The treatment group increased their mean oral reading fluency scores 30.8% more than the district average and 48.8% more than the national target scores.
EVALUATION
This research study successfully captures my interest as it provides insights how incorporation of technology can blend together with classroom instructions and its significances. I like the idea how the researcher employs legislative acts in this study as its basis and later develops a problem that occur in the nation of United States.
In relation to our Malaysian context, this study is helpful for education field to devise high-skill mechanism of teaching and learning language particularly when Malaysian learners are second language learners in majority. In fact, the revolution of technology nowadays has become phenomenal and it is a powerful tool to attract young generations' interest when it is implemented in a classroom. Below is an example of video that explains literacy can also be best promoted by incorporating technology instead of chalk and talk conventional way of teaching.
In relation to our Malaysian context, this study is helpful for education field to devise high-skill mechanism of teaching and learning language particularly when Malaysian learners are second language learners in majority. In fact, the revolution of technology nowadays has become phenomenal and it is a powerful tool to attract young generations' interest when it is implemented in a classroom. Below is an example of video that explains literacy can also be best promoted by incorporating technology instead of chalk and talk conventional way of teaching.
In line with Vision 2020, Malaysia has planned and executed a smart school programme, employing technology in teaching and learning. In this context, smart schools uphold the concept of change in the learning culture based on memory and examination-orientation to that of creative thinking and problem-solving. On top of that, smart schools also call for holistic and integrated development of individual's potential in order to produce individuals who are physically, emotionally, spiritually and intellectually well-balanced whilst being technology savvy and globally and internationally-inclined (Pengendali, 2010).
However, this smart school programme is still at its early stage, involving 90 selected schools that are categorized into three levels (Malaysian Smart School Implementation Plan, 1997):
i. Level A : 9 schools equipped with modern technology
ii. Level B+: 2 smart schools equipped with computers in 15 science laboratories, classroom and offices
iii. Level C: 79 smart schools equipped with a laboratory and computers in the Resource Center in addition to computers for teachers
Therefore, this programme is yet to be implemented in every Malaysian school due to several problems, for example, budget implication at ministry's level in providing computers to every school, the capacity of each school is different from one to another, the maintenance of the computers and many others. Again, it is still a good step taken by Malaysian Education Ministry in incorporating technology in a classroom. I believe, we are one step ready to employ technology in language classroom particularly. In fact, Malay's idiom does say "sikit-sikit lama-lama jadi bukit". If this effort continues, it is not impossible for us to realize the Vision 2020, producing technology savvy generations in future. Indeed, teachers must be trained how to integrate computers in their teaching and students must be taught the proper use of technology as it may be disastrous upon the its misuse.
Improvements can be done upon the research in terms of the organization and structure of the paper. The researcher should be able to distinguish which item belongs to which component to make the facts identification process on behalf of readers easier. For instance, the researcher explained the findings in the subtopic designs and procedures when they are supposed to be explained in the subtopic findings and discussion. Besides, the researcher does not emphasize on the parallelism or uniformity of some points in the study. This is apparent when I check the purpose of the study that is explained in abstract is not as similar to what in the component of the study purpose. I do admit that I had a bit difficulties in understanding this study's aim and direction at first and it caused me to recheck the paper for several times. All in all, the study provides valuable insights for language teachers of how important technology has become.
Kheru. (2006). Current Education. Retrieved from Kheru website:
http://www.kheru2006.webs.com/a_development_of_education_system_in_malaysia_current.pdf
Smart School Project Team. (1997). The Malaysian Smart School; Implementation Plan. Retrieved from the MOE website:
http://web.moe.gov.my/btp/wp-content/doc_pap/pemantapan88sb/Smart%20School%20Implementation%20Plan.pdf
REFERENCES
Kheru. (2006). Current Education. Retrieved from Kheru website:
http://www.kheru2006.webs.com/a_development_of_education_system_in_malaysia_current.pdf
Smart School Project Team. (1997). The Malaysian Smart School; Implementation Plan. Retrieved from the MOE website:
http://web.moe.gov.my/btp/wp-content/doc_pap/pemantapan88sb/Smart%20School%20Implementation%20Plan.pdf
By,
nadzirahnoh
ED2208B
2010839903
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