國立虎尾科技大學 |

Effects of Computer Assisted Learning Instructions on Reading Achievement among Middle School English Language Learners.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Effects of Computer Assisted Learning Instructions on Reading Achievement among Middle School English Language Learners./
作者:	Bayley-Hamlet, Simone O.
面頁冊數:	1 online resource (154 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Contained By:	Dissertation Abstracts International79-01A(E).
標題:	English as a second language. -
電子資源:	click for full text (PQDT)
ISBN:	9780355160567

Effects of Computer Assisted Learning Instructions on Reading Achievement among Middle School English Language Learners.
Bayley-Hamlet, Simone O.

Effects of Computer Assisted Learning Instructions on Reading Achievement among Middle School English Language Learners. - 1 online resource (154 pages)

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (EDD/CI)

Includes bibliographical references

The purpose of this study was to examine the effect of Imagine Learning, a computer assisted language learning (CALL) program, on addressing reading achievement for English language learners (ELLs). This is a measurement used in the Accessing Comprehension and Communication in English State-to-State (ACCESS for ELLs or ACCESS) reading scale scores. Low reading scores among ELLs on state standardized tests suggested that schools were not meeting this subgroup's needs. This quantitative quasi-experimental study used a pre- and posttest two group design. In this design, there were two groups; one group used Imagine Learning. The control group did not use the Imagine Learning program over the same period. Gains on the ACCESS for ELLs and Georgia Milestones (GM) scaled scores were calculated using an Independent Sample t test and ANOVA tests. The findings indicated that there was a significant difference (p = .003) in the ACCESS for ELLs reading assessment scores of ELL students enrolled in Imagine Learning compared with students who did not use Imagine Learning. The null hypothesis was rejected for the ACCESS and accepted for the GMAS. The results suggested that students in eighth grade who use Imagine Learning showed no greater gains on the ACCESS for ELLs reading assessments than students who did not use Imagine Learning. With regard to GM, students' performance or gain scores were not significantly different.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355160567Subjects--Topical Terms:

1148422
English as a second language.
Index Terms--Genre/Form:

554714
Electronic books.

Effects of Computer Assisted Learning Instructions on Reading Achievement among Middle School English Language Learners.
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504 $a Includes bibliographical references
520 $a The purpose of this study was to examine the effect of Imagine Learning, a computer assisted language learning (CALL) program, on addressing reading achievement for English language learners (ELLs). This is a measurement used in the Accessing Comprehension and Communication in English State-to-State (ACCESS for ELLs or ACCESS) reading scale scores. Low reading scores among ELLs on state standardized tests suggested that schools were not meeting this subgroup's needs. This quantitative quasi-experimental study used a pre- and posttest two group design. In this design, there were two groups; one group used Imagine Learning. The control group did not use the Imagine Learning program over the same period. Gains on the ACCESS for ELLs and Georgia Milestones (GM) scaled scores were calculated using an Independent Sample t test and ANOVA tests. The findings indicated that there was a significant difference (p = .003) in the ACCESS for ELLs reading assessment scores of ELL students enrolled in Imagine Learning compared with students who did not use Imagine Learning. The null hypothesis was rejected for the ACCESS and accepted for the GMAS. The results suggested that students in eighth grade who use Imagine Learning showed no greater gains on the ACCESS for ELLs reading assessments than students who did not use Imagine Learning. With regard to GM, students' performance or gain scores were not significantly different.
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