ERIC Number: EJ760641
Record Type: Journal
Publication Date: 2007
Pages: 31
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0735-6331
EISSN: N/A
Tutoring Bilingual Students with an Automated Reading Tutor that Listens
Poulsen, Robert; Hastings, Peter; Allbritton, David
Journal of Educational Computing Research, v36 n2 p191-221 2007
Children from non-English-speaking homes are doubly disadvantaged when learning English in school. They enter school with less prior knowledge of English sounds, word meanings, and sentence structure, and they get little or no reinforcement of their learning outside of the classroom. This article compares the classroom standard practice of sustained silent reading with the Project LISTEN Reading Tutor which uses automated speech recognition to "listen" to children read aloud, providing both spoken and graphical feedback. Previous research with the Reading Tutor has focused primarily on native speaking populations. In this study 34 Hispanic students spent one month in the classroom and one month using the Reading Tutor for 25 minutes per day. The Reading Tutor condition produced significant learning gains in several measures of fluency. Effect sizes ranged from 0.55 to 1.27. These dramatic results from a one-month treatment indicate this technology may have much to offer English language learners. (Contains 4 figures and 3 tables.)
Descriptors: Second Language Learning, Prior Learning, Sentence Structure, Sustained Silent Reading, English (Second Language), Conventional Instruction, Effect Size, Bilingual Students, Tutoring, Non English Speaking, Teaching Methods, Hispanic American Students, Comparative Analysis, Program Effectiveness, Computer Assisted Instruction, Educational Technology, Technology Integration, Feedback, Reading Fluency, Achievement Gains, Reading Achievement, Grade 2, Grade 3, Grade 4, Reading Comprehension
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 2; Grade 3; Grade 4
Audience: N/A
Language: English
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