This study investigates the effects of supported etext with English to-Spanish translations of content-specific vocabulary and content-specific sentences on the reading comprehension of adolescents who have learning disabilities, are ESL/ELL learners and who have Spanish as their first language.
Carol Kennedy
Research Question:
Does using supported etext with English to-Spanish translations of content-specific vocabulary and content-specific sentences improve reading comprehension of adolescents who have learning disabilities, are ESL/ELL learners and who have Spanish as their first language?
Description:
We are investigating the effects of translational and illustrative resources using supported etext versions we created for the "Biology Cycles of Life" Ecological Cycles. This text is relevant to students because they must read it for the New York State Biology Regents Exam. We have conducted studies in two Yonkers City High Schools in resource room classes providing services to our target population. Randomly selected treatment groups used the digital text with the supports activated, as well as a written simple vocabulary strategy. The control groups used the same text and vocabulary strategy without the text supports being activated. All subjects took pre and posttests. One-on-one questions were asked of each student after the experiment.
What we know so far:
- Students in the treatment groups improved from pre to post-test, some dramatically.
- Some of the students in the control groups improved, but two actually scored lower.
- The students all found the process to be engaging and helpful.
- Many student said they would like more of this type of study guide.
- Many students would have liked to have the text supports in English in addition to the English-Spanish translations. Some asked for all of the text to be translated into Spanish.
- Many students thought the content itself was difficult.
- Many students thought that an e-Reader would be very helpful.
- The illustrations were helpful to most students.
- Instructions had to be read in Spanish aloud by the teachers.
What we do not yet know
- The results need to be analyzed to see if there is any statistical analysis worth doing with such a small sample size.
- How the results would be in a different type of environment, rather than a large inner-city school district?
- How relevant the questions on the testing instrument are and how they can be improved?
- How effective this type of digital text would be in other content areas?
- How does this actually improve cognition?
- How does the English literacy level of the teacher affect the student outcomes?