This study investigated whether use of the Achieve 3000 differentiated reading internet program correlated with increased incidence of ELL students achieving proficiency and/or with improvement in reading and literacy scores. It also examined attitudes among district ELL teachers. Results supported DI and CALL methods as instructional approaches. Achieve 3000 was most strongly related to improved literacy among students who completed 80 activities or more. Number of activities scoring at least 75% was the strongest predictor of improvement. Lexile score was related, but Lexile growth was not. When not used according to company recommendations, correlations were much weaker. Only 4.2% of district ELL students followed those recommendations. Relationships did not hold true for the lowest, beginning English proficiency students.
|Advisor:||Gonzales, Mark, Patterson, Alice K.|
|Commitee:||Gonzales, Mark, Patterson, Alice K., Ventura, Heidi R.|
|School:||Trevecca Nazarene University|
|School Location:||United States -- Tennessee|
|Source:||DAI-A 79/01(E), Dissertation Abstracts International|
|Subjects:||English as a Second Language, Education, Educational technology|
|Keywords:||Achieve 3000, CALL, DI, Differentiated instruction, ELL, ESL|
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