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Permanent link (DOI): https://doi.org/10.7939/R39H7G

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An Investigation into the Use and Benefits of Assistive Technologies for English as a Second Language Users' Literacy Development. Open Access

Descriptions

Other title
Subject/Keyword
English as a Second Language
Assistive Technologies
Literacy Development.
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Wasniewski, Ewa
Supervisor and department
Boechler, Patricia (Educational Psychology)
Examining committee member and department
Adams,Catherine (Secondary Education)
Smith,Veronica (Educational Psychology)
Department
Department of Educational Psychology
Specialization

Date accepted
2011-07-22T20:00:42Z
Graduation date
2011-11
Degree
Master of Education
Degree level
Master's
Abstract
This investigation uses the quasi experimental one group pretest-posttest research design to identify vocabulary learning strategies specific to an International Practical Nurse Diploma program, at a western college in Canada. Vocabulary Learning Strategies proposed by Oxford (1990) and the Overlapping Waves Theory by Siegler (1996) will be applied to identify the cognitive development of the students. This cognitive analysis is based on creating a Universally Designed educational environment which will accommodate individuals with a wide range of abilities and disabilities by reducing barriers (Rose, Hasselbring, Stahi, & Zabala, 2005). Based on this principle, the investigation used Assistive Technologies to support college students‟ English Language development focusing on vocabulary. This strategy could provide a link for struggling students by minimizing frustrations while providing constant feedback (Sorrell, Bell & McCallum, 2007). The objectives of this research are to: a) develop strategy support through the use of an Assistive Technology that introduce students to key programs which will familiarize them with the features of the Read & Write Gold program, and b) to identify relationships between student strategy choices (features or prior strategies) and intervention effectiveness. Technological supports need to be researched further too continually grow and develop programs to meet the current needs of students and employers alike.
Language
English
DOI
doi:10.7939/R39H7G
Rights
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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File title: University of Alberta
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