Supporting emergent literacy for English language learners with computer‐assisted instruction

The growing number of students whose primary language does not match the language of their schools and a steadily growing performance gap has prompted widespread attention to support emergent literacy gains for those students. This study randomly assigned schools in a Southwestern U.S. state with English language learners (ELLs) in kindergarten and first grade to an experimental computer‐assisted instruction (CAI) condition or a ‘business as usual’ control. The study tracked ELLs performance over one academic year using a nationally normed standardised reading test. The results demonstrated first‐grade students in the experimental condition demonstrated greater gains compared with the control students in the domains of vocabulary, phonics, phonological awareness and text comprehension. Gains for kindergarten were less consistent; however, the lowest language proficient students using CAI experienced greater gains in vocabulary when compared with controls. Results extend prior studies targeting ELL students' reading skill development with targeted CAI interventions. What is already known about this topic English language learners (ELLs) face additional struggles in gaining literacy proficiency in the early grades. Computer‐assisted instruction (CAI) programs support learning for non‐ELLs, provided the instructional materials target specific literacy needs directly. Efficacy of CAIs (and any instructional program) is dependent upon the match between learner needs, classroom curriculum and programmatic features. What this paper adds Large randomised control trial testing the effects of a CAI on ELL literacy development in kindergarten and first‐grade students. Measures of progressive learner development in critical literacy skills using a nationally normed measure of reading achievement. Explicit attention to the levels of language proficiency intersecting with the use of the CAI to identify interaction effects Implications for theory, policy or practice Computer‐assisted instruction support for second language learners can be effective for targeted literacy gains, provided the program materials support critical literacy needs. Use of CAI may be instrumental to support emergent literacy given the ability to capitalise on the proposed pedagogical interventions for second language learners. Stress the importance of maintaining attention to the existing language skills of second language learners when examining the efficacy of literacy interventions.