A quantitative, correlational prediction study was performed to determine the relationship between English language learner (ELL) use of electronic media and reading proficiency in a large urban middle school in Texas. The predictor variables were viewing television programs in English, viewing television programs in Spanish, using a computer for communication and research, and text messaging. Years in U.S. schools was used as a mediating variable. The criterion variable was the reading assessment section of the Texas English Language Proficiency Assessment System (TELPAS). Subjects included 69 ELL students in grades 6, 7, and 8. Analysis of the data included scatter plots, the Pearson r, hypotheses tests, and regression. Viewing television programs in English and text messaging had positive linear relationships to reading proficiency. One-tailed hypotheses tests indicated viewing television programs in English and viewing television programs in Spanish are predictors of reading proficiency, although viewing in Spanish refers to low reading proficiency predictability. Using a computer for communication and research showed negative statistical results and failed to reject the null hypothesis. Regression analysis, used to statistically measure the effects years in U.S. schools has on electronic media variables, indicated years in school had the highest positive variance. Educational leadership must address electronic media use practices in schools and social environments as present practices may be inefficient to produce academic gains demanded by federal, state, and local mandates.
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-A 74/03(E), Dissertation Abstracts International|
|Subjects:||English as a Second Language, Middle School education, Educational technology|
|Keywords:||Electronic media, English language learners, Language acquisition, Media usage, Reading|
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