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The impact of cyberreading workstations on at-risk Mexican American elementary students' vocabulary acquisition
DISSERTATION

, Texas A&M University - Kingsville, United States

Texas A&M University - Kingsville . Awarded

Abstract

An achievement gap between Anglo and Mexican American students is profound in many school districts. The lack of academic vocabulary that many Mexican American students possess is a major constituent that contributes to this educational gap. Conversely, children who enter school with limited vocabulary find reading, difficult, resist reading, learn fewer words, and consequently fall further behind (Stanovich, 1986). Not only are Mexican American students enduring challenges due to their limited vocabulary, they are also encountering problems due to the ineffective instructional strategies that are being utilized. According to Heck, Poindexter & Garcia (n.d) "most students have been educated in a traditional style for grades K-12: a teacher giving lectures in the classroom, written homework assignments, tests given using pen and paper, and printed textbooks." Fortunately, there are many schools and researchers that are veering toward more modern teaching strategies. For example, Ekiaka & Feng (2011) generated an experimental cyberlearning workstation instructional model that includes cyber teaching strategies. This pedagogical model is grounded on Campbell's (1991) learning centers theory; Gonzalez, Moll & Amanti (2005) notion of funds of knowledge, the digital videogame and information learning theoretical tenets (Collin & Halverson, 2009; November, 2010; Prensky, 2001, 2002, 2005 & 2010) and recent research findings from fitness and academic performance postulates (Cocke, 2002; Dwyer, Coonan, Leitch, Hetzel, & Baghurst, 1983; Tremblay, Inman, & Willms, 2000; Shephard, 1997). Due to cyberlearning, being a relevant element for today's students, an experimental study was conducted to examine if vocabulary acquisition through intense cyberreading instruction is more effective for digital native Mexican American elementary students.

Despite limitations, statistical analysis of findings confirmed that the implementation of cyberreading workstation approach with the utilization of electronic/digital technology devices is more significant in helping student in the vocabulary acquisition process in comparison to the traditional teaching vocabulary strategies.

Key Words: Experimental Cyberlearning Workstation Instructional Model, Cyberreading Workstation, Digital Natives, and Digital Immigrant Teachers

Citation

Reyna, C. The impact of cyberreading workstations on at-risk Mexican American elementary students' vocabulary acquisition. Ph.D. thesis, Texas A&M University - Kingsville. Retrieved February 23, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

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