Description of the focus of the source
The focus of this study was the read-aloud behaviors of learners who were assigned an experimental computer-based program that used speech recognition software for reading practice that provided novice students with immediate feedback.
Usefulness of the source
The useful of this source was primarily for classroom ESOL teachers using speech-recognition applications.
Limitations of the source
Many ESOL classrooms may not feature speech-recognition software, making this study purely speculative for these educators.
Description of the intended audience
Primary school ESOL teachers.
Authors' conclusions
Although speech-recognition software has become more accurate in its interpretation of speech, the technology remains imperfect for ESOL purposes but still contributes to vocabulary acquisition.
Reaction to the source
This study prompted me to think about different ways of promoting vocabulary acquisition using other computing approaches.
Boyd, M. & Devennie, M.K. (2009). Student voices and teacher choices: Selecting chapter book read-alouds. Childhood Education, 85(3), 148-150.
Description of the focus of the source
The potential of read-aloud sessions using chapter books to engage student interest and motivate young people to read.
Usefulness of the source
This source was considered moderately useful for all primary teachers and especially useful for ESOL teachers seeking to motivate their primary school students to read more.
Limitations of the source
Not generalizable beyond primary school.
Description of the intended audience
(2010, May/June). American
Teacher, 94(6), 4.
Description of the focus of the source
The focus of this article by the editors of American Teacher concerns classrooms that gain English language learners.
Usefulness of the source
Because many teachers may find themselves with a single ESOL student, this
analysis was considered highly useful. Authors present a series of steps that can be followed by any teacher to promote vocabulary acquisition by ESOL students.
Limitations of the source
Despite the solid guidance provided, authors do not support their conclusions with any evidence-based sources.
Description of the intended audience
American teachers.
Authors' conclusions
Even solitary ESOL students in a classroom can benefit from a thoughtful approach to vocabulary acquisition that will help motivate them to read.
Reaction to the source
The call to create a suitable learning environment for ESOL students and the need to "think outside the box" to consider newly arrived ESOL students' perspective were deemed directly on-point.
Alexander, L.B. (2006). Multicultural Cinderella: This is fun work! Kappa Delta Pi Record,
42(4), 183-184.
Description of the focus of the source
The focus of this study was a partnership between the School of Library and Information Science and educators at the University of South Florida to present a reading enrichment program using multicultural versions of "Cinderella" for ESOL students called "Tampa Bay Community Multicultural Outreach: Exploring Diversity through Cinderella Stories."
Usefulness of the source
The reading enrichment program's use of multicultural materials was found to be a highly motivating factor in helping young learners read more.
Limitations of the source
None discerned.
Description of the intended audience
Primary school ESOL teachers.
Authors' conclusions
Based on their initial success, authors conclude that the program should be continued at the primary level and expanded to middle- and high schools as well.
Reaction to the source
This was a cost-effective and innovative approach to engaging young readers.
