{'fraction_non_alphanumeric': 0.017452006980802792, 'fraction_numerical': 0.0017452006980802793, 'mean_word_length': 5.630057803468208, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Investigating English Language Learners' Reading Gains From Technology-Based Instruction

The enrollment of K-12 English language learners (ELLs) has grown substantially over the last several decades and is projected to continue to increase in American public schools. Consequently, educators need to understand how to best support ELLs’ simultaneous acquisition of the English language and grade-level content. The purpose of this study was to investigate how technology can be most effectively utilized to enhance English learning students’ reading gains. Specifically, this study examined ELLs’ assessment scores received across the academic year through online reading enrichment programs. The findings of this study revealed that kindergarteners and second graders’ reading assessment scores resulted in significant differences across time but not for teachers. As a result, educators need to be mindful in how they structure literacy activities across the entire academic year particularly in the last quarter of the academic year since findings from this study revealed that students’ scores decreased during the last nine weeks of school.