Leveraging Technology to Increase Access to Differentiated Instruction: A Case Study of a Synchronous Remote Delivery Dual Language Intervention for English Learners

Autor/inn/en	Smith, Sara; Carlo, María Soledad; Plaza, Ester García; Santiago, Carla Zayas; Young, Denise Jimenez
Titel	Leveraging Technology to Increase Access to Differentiated Instruction: A Case Study of a Synchronous Remote Delivery Dual Language Intervention for English Learners
Quelle	In: Journal of Interactive Learning Research, 34 (2023) 1, S.121-151 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1093-023X
Schlagwörter	Elementary School Students; English Language Learners; Grade 4; Bilingual Education; Individualized Instruction; Distance Education; Computer Mediated Communication; Synchronous Communication; Vocabulary Development; Videoconferencing; Reading Instruction; Instructional Effectiveness; Program Implementation; Fidelity; Computer Assisted Instruction; Florida + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; Bilingual teaching; Bilingualer Unterricht; Individualisierender Unterricht; Distance study; Distance learning; Fernunterricht; Computerkonferenz; Wortschatzarbeit; Leseunterricht; Unterrichtserfolg; Computer based training; Computerunterstützter Unterricht
Abstract	Research suggests that elementary English Learners (ELs) benefit from interactive dual-language vocabulary instruction delivered one-on-one or in small groups. However, there are many barriers to providing this type of instruction to all ELs, including time constraints and bilingual teacher shortages. Thus, there is a high need for innovative, cost and time effective solutions to support the growing population of ELs in the US. This pilot exploratory case study examined the feasibility and viability of a scripted intervention designed for synchronous remote delivery. Six fourth-grade ELs received 6 weeks of an evidence-based academic vocabulary language curriculum that included one-on-one instruction delivered via Microsoft Teams. A liaison within the school coordinated intervention delivery. Fidelity of Implementation was examined for adherence and dosage. Lessons were recorded and coded using a fidelity checklist. Overall, the remote modality was viable, including intervention procedures and materials. Results revealed that instructors' adherences to explicit vocabulary instruction elements were superior (97%-100%) to findings in prior research among face-to-face interventions delivered by classroom teachers. Adherence to reading instruction elements was comparable to prior research. Synchronous remote interventions can enable ELs to receive effective, differentiated instruction from a trained instructor, regardless of school resources. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01