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English Language Learners' Strategies for Reading Computer-Based Texts at Home and in School.

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Title: English Language Learners' Strategies for Reading Computer-Based Texts at Home and in School.
Authors: Ho-Ryong Parka1 phr1017@gmail.com, Deoksoon Kimb2 deoksoon.kim@bc.edu
Source: CALICO Journal. 2016, Vol. 33 Issue 3, p380-409. 30p.
Subject Terms: *Reading strategies, *Foreign language education in elementary schools, *Computer assisted reading instruction, *Computer assisted language instruction, *Online reading programs, Dialogism (Literary analysis)
Abstract: This study investigated four elementary-level English language learners' (ELLs') use of strategies for reading computer-based texts at home and in school. The ELLs in this study were in the fourth and fifth grades in a public elementary school. We identify the ELLs' strategies for reading computer-based texts in home and school environments. We present a taxonomy of five reading-strategy categories, which includes 15 total strategies that they pursued at home and in school. We describe the central role of dialogue in helping ELLs learn to read computer-based texts: The learners engaged in real and virtual dialogues with adults, peers, authors, and themselves, in ways that enhanced their development of effective reading strategies. We discuss pedagogical implications of our findings, describing how parents and teachers might work separately and together to facilitate ELLs' reading in today's learning contexts that include electronic literacies. [ABSTRACT FROM AUTHOR]
Copyright of CALICO Journal is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: English Language Learners' Strategies for Reading Computer-Based Texts at Home and in School.
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  Data: <searchLink fieldCode="AR" term="%22Ho-Ryong+Parka%22">Ho-Ryong Parka</searchLink><relatesTo>1</relatesTo><i> phr1017@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Deoksoon+Kimb%22">Deoksoon Kimb</searchLink><relatesTo>2</relatesTo><i> deoksoon.kim@bc.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22CALICO+Journal%22">CALICO Journal</searchLink>. 2016, Vol. 33 Issue 3, p380-409. 30p.
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  Data: *<searchLink fieldCode="DE" term="%22Reading+strategies%22">Reading strategies</searchLink><br />*<searchLink fieldCode="DE" term="%22Foreign+language+education+in+elementary+schools%22">Foreign language education in elementary schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Computer+assisted+reading+instruction%22">Computer assisted reading instruction</searchLink><br />*<searchLink fieldCode="DE" term="%22Computer+assisted+language+instruction%22">Computer assisted language instruction</searchLink><br />*<searchLink fieldCode="DE" term="%22Online+reading+programs%22">Online reading programs</searchLink><br /><searchLink fieldCode="DE" term="%22Dialogism+%28Literary+analysis%29%22">Dialogism (Literary analysis)</searchLink>
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  Label: Abstract
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  Data: This study investigated four elementary-level English language learners' (ELLs') use of strategies for reading computer-based texts at home and in school. The ELLs in this study were in the fourth and fifth grades in a public elementary school. We identify the ELLs' strategies for reading computer-based texts in home and school environments. We present a taxonomy of five reading-strategy categories, which includes 15 total strategies that they pursued at home and in school. We describe the central role of dialogue in helping ELLs learn to read computer-based texts: The learners engaged in real and virtual dialogues with adults, peers, authors, and themselves, in ways that enhanced their development of effective reading strategies. We discuss pedagogical implications of our findings, describing how parents and teachers might work separately and together to facilitate ELLs' reading in today's learning contexts that include electronic literacies. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of CALICO Journal is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1558/cj.v33i3.26552
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      – Code: eng
        Text: English
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      – SubjectFull: Reading strategies
        Type: general
      – SubjectFull: Foreign language education in elementary schools
        Type: general
      – SubjectFull: Computer assisted reading instruction
        Type: general
      – SubjectFull: Computer assisted language instruction
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      – SubjectFull: Online reading programs
        Type: general
      – SubjectFull: Dialogism (Literary analysis)
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      – TitleFull: English Language Learners' Strategies for Reading Computer-Based Texts at Home and in School.
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              Text: 2016
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