THE IMPACT OF THE IPAD ON THE DEVELOPMENT OF LITERACY SKILLS FOR ENGLISH LANGUAGE LEARNERS GRADES K THROUGH 2ND

IN TEXAS
Francisco Cervantes
Faculty Sponsor: Dr. Nancy Compean - Garcia

Abstract

Discussion

Terminology

Recently a considerable extent of alternatives and advantages for teachers

became available, particularly by integrating computer devices such as tablets
or iPads encompassed with learning techniques have demonstrated to permit
students working collectively with other peers and acquiring autonomy as
learners. However this technological implementation in education and inclusion
has not yet reached the settings for students whose English is not their first
language, furthermore considering the rising population of English Language
Learners in the United States, particularly in the State of Texas.
For this reason the purpose of this research proposal is to explore and
evaluate the current use of iPads as a possible emerging avenue for English
Language Learners students in the State of Texas to build confidence in their
language learning experience, by promoting early literacy skills and language
development, as well as giving them time for reinforcing content and language
acquisition when implemented at school and with the collaboration of a parent
at home.

Historical Perspectives
With a prior background as Kindergarten teachers Suh and Gerson (2013),
indicate the connotation to initiate phonics instruction at an early stage based on
its direct influence in reading comprehension. Through usage of the web-based
program Starfall, the authors support the legitimacy of the dual coding theory
by Sadosky and Paivio (2004) by discovering that young students have
benefited from learning when an instruction is given by graphic or visual
representation, in addition with verbal prompts, rather than abstract sight words.
Similarly, Thoermer and Williams (2012) confer how a teacher must use
the advantage of the merits that e-books and the internet offer in supporting
reading instruction, through an iPad or tablet students can improve their reading
fluency. An extraordinary reference is Storyline Online (Online collection of
video recordings of various children stories that are read by notable actors and
actresses).

CAI Computer Assisted Instruction. An array of educational material

bestowed through the use of a computer device or any other electronic
systems.
ELL English Language Learners. Is a person who is learning the English
language in addition to his or her native language.
EL1 English as a First Language. Is a person whose first language is
English.
ESL English as a Second Language. Program that use and study the
English language by an individual with other native language than
English. Also is taught in an environment where English is the
dominant language.
HLE Home Literacy Environment. Is an approach to help young children in
developing early literacy skills based at home, with the assistance and
support of a parent or family member.
L1 First Language, or Language spoken at home. Is the predominant
language, also part of a language immersion program structure in which
students receive instruction in the target language or L2 in order to
acquire biliteracy.
L2 Language target (English). In the United States under a Bilingual
program, likewise in the immersion program L2 is associated to the
English Language or the language in which students whose primary
language or language spoken at home is other than English seek
achieving a dual language proficiency.

Purpose
The intent of this study will explore and evaluate the current use of iPads
as a possible developing educational technology for English Language Learners
students in the State of Texas. Evaluating prior research revealed there are not
many studies of the use of an iPad towards the area of oral language, reading
accuracy and building fluency among ELL students. Giving support to the
present proposal by the implementation and improvement of literacy skills and
strategies through using an iPad for Kinder through 2nd grade ELL students,
and its capability to be integrated into the curriculum. Is also expected that with
the use of an iPad, ELL students will be assisted in building confidence by
creating a learning experience, as well as reinforcing content and language
acquisition when implemented at school and with the collaboration of a parent
at home.

Significance of the Study

The present proposal will serve to contribute to the body of knowledge by
closely examining evidences that will support of a possible impact in promoting
and improving academic achievement of ELL students through the use of CAI
and particularly supporting the development of literacy skills. This proposal
will intend to bring light into a reality known as the digital divide among Texas
elementary schools, this disparity of computer technologies access in which
ELL students are disadvantaged.

Research Question
1)What is the impact of the iPad on the development of literacy skills for
ELL in grades K through 2nd?
2) What is the impact of the iPad on the improvement of language
development for ELL in grades K through 2nd?
3)How does the use of the iPad reinforce learning skills at home of ELL
grades K through 2nd?

Literacy Skills
According to Northrop and Killeen (2013) using iPads along with other
electronic devices in a school setting can be an advantage for all students to
support and develop primary learning skills at a reading level. Utilizing the app
abc Pocket Phonics within a four step direct instruction the authors suggest a
reliable source to integrate technology in a classroom setting. However teachers
should teach the content prior use of the app, monitor students, and use the app
for guided independent practice only.
Furthermore Hutchison et al. (2012) recommend that teachers should
discover how an iPad will impact a student learning, mainly on areas of literacy
instruction, likewise students reading performances. The purpose is identifying
and comprehending the convoluted relationship between technological,
pedagogical and content knowledge that commonly a teacher faces when they
decide to incorporate technology devices into a literacy program.
The home environment of English Language Learners
According to Harper et al. (2011) evidence shows of the effects on how
home environment is a significant factor on learning literacy skills at
Kindergarten level, and how the contribution from parents as well as their
participation with their children in reading turned into a useful effect on their
early reading abilities.
Teachers
From Demski (2011) particularly tools as iPads and iPod touch were used
to implement two ELL programs in Texas and Illinois. The first one at a Middle
School in Comal ISD located in New Braunfels where a teacher provided to her
ELL students with an iPod which they took home and recorded themselves
while they read aloud in English, therefore the teacher could assist carefully
with particular grammatical support and the ability to break certain fears and
feel confident speaking in English. On the other hand, the High School, ELL
students experienced the use of an iPad as a useful tool to communicate with
other peers.
Krashen (2013) recommends a set of effective strategies towards the
process of language acquisition applied to ELL students likewise to teachers,
according to Krashen the acquisition - learning hypothesis, in which basically
there are two ways to develop language ability, the acquired and
learned. Furthermore, the most favorable way a language could be learned is
throughout natural communication, certainly ESL or bilingual teachers should
envision promoting situations where the ideal is to use language naturally in
order to fulfill concrete purposes.

Summary
With the use of technologies nowadays, there is a myriad of possibilities
to implement and enrich academic achievement for ELL students from grades
K through 2nd in the State of Texas, the purpose of the present research
proposal intends to explore the niche of language acquisition based on prior
successful experiences of using CAI in the general curriculum. Studies
demonstrated a contribution of using the iPad as a tool to promote academic
achievement particularly supporting literacy skills. Likewise the benefits for
ELL students and how the involvement of family improves the performance on
academic achievement. For ELL students and moreover for teachers, it is
important to understand that language acquisition it could be promoted by the
use of certain apps and by allowing natural communication, which is
demonstrated that students with an iPad can communicate with their peers.

References
Demski, J. (May 01, 2011). ELL to Go. T.h.e. Journal, 38, 5, 28-32.
Harper, S., Platt, A., & Pelletier, J. (January 01, 2011). Unique Effects of a Family Literacy Program on the Early Reading
Development of English Language Learners. Early Education and Development, 22, 6, 989-1008.
Hutchison, A., Beschorner, B., & Schmidt-Crawford, D. (2012). Exploring the Use of the iPad for Literacy Learning. Reading
Teacher, 66(1), 15-23. doi:10.1002/TRTR.01090
Krashen, S. (2013). Should we teach strategies? Electronic Journal of Foreign Language Teaching, 10(1), 3539. Retrieved
from http://e-flt.nus.edu.sg/v10n12013/krashen.pdf
Northrop, L., & Killeen, E. (2013). A Framework for Using iPads to Build Early Literacy Skills. Reading Teacher, 66(7), 531537. doi:10.1002/TRTR.1155
Sadoski, M., & Paivio A. (2004). A dual coding theoretical model of reading. In R.B. Ruddell & N.J. Unrau (Eds.), Theoretical
Models and process of reading. (5th ed., pp. I329-I362)
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Suh, R., & Gerson, V. (2013). Using Technology for Phonics Instruction in Kindergarten. California Reader, 46(3), 30-33.
Thoermer, A., & Williams, L. (2012). Using Digital Texts to Promote Fluent Reading. Reading Teacher, 65(7), 441-445.
doi:10.1002/TRTR.01065

Francisco Cervantes (210) 551.8528 Francisco.Cervantes@jaguar.tamu.edu

Texas A&M San Antonio