Could Appropriate Technology Aid In Helping Emergent Readers To Read?

Final Report Inquiry Project- June 5, 2000

Terri Coustan: APPLE Family Literacy Program
 

Inquiry Question

The adult ESOL learners in the APPLE Family Literacy Program are emergent readers.  These students struggle to learn to read to be able to continue their education, find jobs, and participate in their child's education.  However, there are few appropriate reading resources for this population.  The computer is a new and appealing teaching and learning tool.  The adults appear drawn to the computer.  Could appropriate technology aid in helping emergent readers to read? (By technology, I am referring to computer software, videos, and the Internet.)  Initially, the propose of this inquiry project was to evaluate the Waterford Early Reading Program as a teaching tool for the emergent readers in the APPLE Family Literacy program.  When the Waterford Early Reading Program was not available, the inquiry project changed focusing on other computer software, the Internet and videos as potential resources for emergent ESOL readers.

Data Collection

Researched and evaluated computer software (based on large clear graphics, limited text, sound, appropriate subject, ease of interaction)

Researched and evaluated appropriate web sites (based on large clear graphics, limited advertisements, sound, large text, appropriate subject)

Researched  and evaluated commercially prepared videos for ESOL learners

Observed student interaction and choice of CD-ROMs during computer lab, in classroom, and at the library. Teacher observational notes recording ease of operation, time on task, student behavior

Observed student interaction with CD-ROMs during group viewing in the language lab. Teacher observational notes( Same as above)

Recorded studentsÇ responses to questions and surveys about computer software and how technology helps them to learn English.

Process

From January 10, 2000 to June 9, 2000, 12 members of the APPLE Family Literacy class at the International Institute of Rhode Island participated in an inquiry project focusing on their use of computer software. They were observed in IIRI's  language lab, in the computer lab, in the classroom, and at a public library, Knight Memorial Library.

IIRI's computer lab has 20 new Gateway computers adequately equipped for this project. Its language lab has a computer and a projection machine so that the entire class could view computer software at one time. In both of these setting the classes explored a variety of computer software programs as well as CD-ROMs. In the computer lab, students worked alone or in pairs. In the language lab, students were welcomed to interact with the program on the computer while the remainder of the class viewed the activity on the overhead screen. Students were also observed using computers in class and at the Knight Memorial Library. Student comments concerning the software were noted in a journal. The class also participated in two surveys:  What helped you learn English this year? (Review of the year's activities) and What helped you learn to English? (Review of technology)


Outcomes of Inquiry Project

1. Computer Software as an effective teaching tool:
Computer software did provide engaging opportunities for ESOL learners to participate in reading activities.  Using the computers in the public library (once a week -1 hr.), the computer lab (twice a week 1 1/2 hrs.) and the language lab (once a week 1 hr.) has increased the students use of the computer and their use of reading related software.   Does increased use of the reading related software translate into improved reading achievement?  This question is difficult to answer. The results of the pre/post testing using the Whole Reading Inventory showed significant reading improvement. 50% of the learners increased their reading by one or more grade levels. 36% progressed from pre- grade 1 to grade 1 (Reader) and 14% increased their reading level to grades 2-5.  However, it is difficult to evaluate the affect of the computer on reading achievement because the inquiry project began in January, midway through the school year, and because there was no control group with which to compare the two groups. However, the computer software did offer additional opportunities for students to engage in reading as demonstrated in the following surveys.   Learners also reported that the computer was important to their learning English and were eager for as many hours on the computer as possible.

Results of Learners' Surveys

Survey 1- What helps you learn English? (Review of yearly activities)

A total of 10 adult learners ranging in abilities from emerging to beginning reader level were surveyed. Results of the learnersÇ survey are as follows:

1. 4 of 10 - Read
2. 6 of 10 - Write
3. 1 of 10 - Cook
4. 1 of 10 - Plant
5. 1 of 10 - Visits by a dog
6. 9 of 10 - Computer
7. 7 of 10 - Movies (CD ROMs)
8. 2 of 10- Library
9.  3 of 10 -Trip to Boston
10. 3 of 10 -Trip to State House.
Learners appear to have reported that the computers and CD-ROMs helped them the most to learn English.

Survey 2- Part 1 -What technology helps you learn English? (Review of technology)

A total of 6 adult learners ranging in abilities from emerging to beginning reader level were surveyed. Results of the learnersÇ survey are as follows.

1.Photos - 6
2.Video  - 6
3.Tapes ?6
4.Computer writing ?6
5.Computer Books CD ROMs - 6
6.Listening Room (language lab) - 6
7.Telephone Answering Machine  ?6
8.Calculator - 6

Learners responded the same to each.  The learners seemed to say that each of these objects and accompanying activities contributed to their learning English. The results seem to infer that different forms of technology aided their learning.

Survey 2- Part 2- Learners were then asked which helped them the most.

Results of learners' survey follow.

1.Photos-0
2.Video  -1
3.Tapes ?1
4.Computer writing ?3
5.Computer Books CD ROMs - 2
6.Listening Room (language lab) - 2
7.Telephone Answering Machine ?1
8.Calculator - 5

Learners do identify the computer and computer software as important tools to learning English.  It is interesting that they also strongly identify the calculator.

2. Voice vs. Non-Voiced Software: Some software seemed more helpful than others in facilitating learning.  Software that included a voice over the text seemed to create a spontaneous student response. When students saw the highlighted test and heard the voice they responded by repeating the text and reading the text aloud.  When voice was absent, the students sat quietly. Responding to the voice of the software along with a printed text seemed to be a consistent behavior observed in the majority of students over the time of the study. Reading aloud is a reading strategy supported by research as an effective reading tool.

3. Use of a large projection screen: A large projection screen was an important learning tool. Learners appeared to enjoy the opportunity to share in the group story telling time.  They proudly participated at the controls of the computer. As a group, they selected the CD-ROMs that were to be shown and often choose the same one over and over.  They laughed at the animation and supported each other in the reading of the story.

4.Hints for Teachers

Teachers must preview all software before sharing it with students. Knowing how to install, operate, and exit from a program saves class time and frustration.

It was a good idea for two students to share one computer each with a headset.  Pairs of students seemed to support each other's learning and increase the interaction with the software program.

Give students the opportunity to view the same CD-ROM many times. Students need time to learn how to use the multiple interactive opportunities embedded in the graphics.

Giving students a choice of which CD ROMs to use, allows them to select one that is most appropriate for their reading level or one that meets their own goals.

The "ABC" CD-ROM was most selected by one student who hasn't mastered the ABC's.

- A student with arthritics seemed to like using Mavis Beacon Typing to gain flexibility in her fingers.
- Another student chose Mavis Beacon Typing because she wanted to learn to type.
- Other students preferred "Word" over CD-ROMs to compose in their native language.
- Students reported that the CD-ROMs helps them to read.  They said that they "like them".  "It's fun." "It show me how to read."

CD-ROMs of the Dr. Seuss stories have been very popular with students.  Each of the programs included sound effects, a voice reading the text, and engaging interactive graphics. Books, videos and board games are also available with these titles for at home use.

It was difficult to find appropriate Internet sites.  Most had too much text, text was too small, small graphics, no sound and lots of ads.  Sites changed frequently.  When I finally got to a site, I often found it either under construction or longer available.

Students reported that they liked using the computers in the language lab when the class was able to view and read the text together.

Students reported that they liked using the computers in the library. During these visits, there was more directed instruction everyone used the same program at the same time.

It has been difficult for me to integrate computers in the classroom instruction.  I have tried to use a calendar and to rotate the use of the computer with the students during class.  However, students become so absorbed in class work that they forget to take advantage of the computer.

The public library offers a good opportunity for classes to use the computer if computers are not available at a teaching site or in a classroom.
 

5.Recommendations for Computer Software
Dr. Seuss CD ROMs "Cat in the Hat", "Green Eggs and Ham", "ABC's"
(interactive videos with sound from the text of books with the same name)
"Internet Explorer (lotto- type game connecting picture to vocabulary)
"Word" (word processing program)
"Print Shop" (design program)
"Mavis Beacon" (typing tutorial)
"Mouse Tutor"(tutoring program for learning how to use the mouse.)
ABC
Madeline
Disney Print Shop
Not recommended
CORE- Reading and Writing Vocabulary Development.  Educational Activities, Inc.

Recommended  web sites
www.exploratorium.com (Museum of Science, San Francisco, CA)
www.historychannel.com
www.educationworld.com/
www.ipl.org/youth/StoryHour/spiders/cover.html
http://azcentral.com/ent/dead/events.shtml (Day of the Dead)
www.quia.com/custom/1055 (words no pictures)
www.africana.com/radio_jazz.htm    (music around the world)
www.brainpop.com   (great use of graphic and infor and everying from health to how things work)
www.enchantedlearning.com/rhymes/Baabaa.shtml  (rebus of Mother Goose- good graphics, no sound)
www.eslflow.com
www.cat.cc.md.us/esl/eslsites.html   (web resources for ESOL students)
www.pacificnet.net/~sperling/eslcafe.html (Dave's ESL Café)
www.collegebound.com/keypals/  (Description of penpals by teacher)
www.lycos.com  (type in name of artist / paintings on line)
www.emulate.com
www.oso.com
www.weather.com

Recommended Books
"Dave Sperling's Internet Guide", Touring the White House, Kids-Elem.Ed.
"Dave Sperling's Internet Activity Workbook"
"A Year of Social Studies on the Internet"  Middle School, Teaching Technology, Inc.www.teachtech.com/k-12

Researched videos not suggested for emergent ESOL readers
 411
Crossroads Cafe
USA Album
The videos were long, very wordy, and difficult to follow

Conclusions

This inquiry project enabled the researcher to explore the use of the computer and the use of reading related software in an ESOL family literacy class. The surveys and observations seemed to support the idea that computers and reading related software are effective and popular tools to enhance reading. The next step in the research process would be
to explore the use of the Internet. Next year, two in class computers would make this inquiry project possible. The effective of Internet penpals and the use of the Internet as a resource are areas yet to be investigated.



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