Educational Access Citations

Published Mar 27, 2024 by

Lily Johnson

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Evidence of benefit for people with Intellectual Disability (ID) and English Learners (ELs)

Tech Resource 1 (EL):

Sun, W. (2023). The impact of automatic speech recognition technology on second language pronunciation and speaking skills of EFL learners: A mixed Frontiers in psychology , 14. https://doi.org/10.3389/fpsyg.2023.1210187.

Tech Resource 1 (ID):

Goldstone, et al. (2021). Speech-to-text: Research (NCEO Accommodations Toolkit #16a). National Center on Educational Outcomes.

Tech Resource 2 (EL):

hHadi, Muhamad & Junor, Raisya. (2022). Speaking to Devices: Can we Use Google Assistant to Foster Students’ Speaking Skills? Journal of Languages and Language Teaching, 10(4). https://doi.org/10.33394/jollt.v10i4.5808

Tech Resource 2 (ID):

Lancioni, et al. (2020). Persons with intellectual and multiple disabilities activate via non-verbal responses a smartphone’s Google Assistant to access preferred stimulation. International journal of developmental disabilities, 68(4), 518–527. https://doi.org/10.1080/20473869.2020.1827213

Tech Resource 3 (EL):

Knoop-van Campen, C.A.N., ter Doest, D., Verhoeven, L., et al. (2022). The effect of audio-support on strategy, time, and performance on reading comprehension in secondary school students with dyslexia. Annals of Dyslexia, 72, 341–360. https://doi.org/10.1007/s11881-021-00246-w

Tech Resource 3 (ID):

Knoop-van Campen, C. A. N., Ter Doest, D., Verhoeven, L., & Segers, E. (2022). The effect of audio-support on strategy, time, and performance on reading comprehension in secondary school students with dyslexia. Annals of Dyslexia, 72(2), 341–360. https://doi.org/10.1007/s11881-021-00246-w

Tech Resource 4 (EL):

Moradi, A. (2020). Google dictionary: A critical review. Issues and Trends in Learning Technologies. https://journals.uair.arizona.edu/index.php/itet/article/view/23755/22407

Tech Resource 4 (ID):

Moradi, A. (2020). Google dictionary: A critical review. Issues and Trends in Learning Technologies. https://journals.uair.arizona.edu/index.php/itet/article/view/23755/22407

Tech Resource 5 (EL):

Gonzalez, V. (2019). Teaching techniques to scaffold reading for English learners. Seidlitz Education. https://seidlitzblog.org/2019/12/18/teaching-techniques-to-scaffold-reading-for-english-learners/

Tech Resource 5 (ID):

Bawden, A. (2015). Ad-blockers May Help People with Disabilities. NCDJ. https://ncdj.org/2015/10/ad-blockers-may-help-people-with-disabilities/

AI Resource 1 (EL):

AI Resource 1 (ID):

Fajardo, et al. (2013). Easy-to-read Texts for Students with Intellectual Disability: Linguistic Factors Affecting Comprehension. Journal of applied research in intellectual disabilities. https://doi.org/10.1111/jar.12065

AI Resource 2 (EL):

Koraishi, O. (2023). Teaching English in the age of AI: Embracing chatgpt to optimize EFL materials and assessment. Language Education and Technology. https://langedutech.com/letjournal/index.php/let/article/view/48

AI Resource 2 (ID):

Rakap, S. (2023). Chatting with GPT: Enhancing individualized education program goal development for novice special education teachers. Journal of Special Education Technology, 38(2), 123-140. https://doi.org/10.1177/01626434231211295

Reading Resource 1 (EL):

Abdoola, et al. (2017). Facilitating pragmatic skills through role-play in learners with language learning disability. The South African journal of communication disorders, 64(1). https://doi.org/10.4102/sajcd.v64i1.187

Reading Resource 1 (ID):

Reading Resource 2 (EL)

: Alowais, A. EL (2021). The effects of leveled reading on second language learners. International Journal of Research in Education and Science (IJRES), 7(4), 1281-1299. https://doi.org/10.46328/ijres.2447

Reading Resource 2 (ID):

Alowais, A. EL (2021). The effects of leveled reading on second language learners. International Journal of Research in Education and Science (IJRES), 7(4), 1281-1299. https://doi.org/10.46328/ijres.2447

Reading Resource 3 (EL):

Relyea, J. E., & Amendum, S. (2019). English Reading Growth in Spanish-Speaking Bilingual Students: Moderating Effect of English Proficiency on Cross-Linguistic Influence. Society for Research and Child Development. https://onlinelibrary.wiley.com/doi/full/10.1111/cdev.13288

Reading Resource 3 (ID):

Reading Resource 4 (EL):

Reading Resource 4 (ID):

Reading Resource 5 (EL):

Reading Resource 5 (ID):

Alowais, A. EL (2021). The effects of leveled reading on second language learners. *International Journal of Research in Education and Science (IJRES), 7(4), 1281-1299. https://doi.org/10.46328/ijres.2447

Reading Resource 6 (EL)

: Praveen, S., & Premalatha, R. (2013). Using graphic organizers to improve reading comprehension skills for the middle school ESL students. Canadian Center of Science and Education. https://files.eric.ed.gov/fulltext/EJ1076955.pdf

Reading Resource 6 (ID):

Lopez, J., & Campoverde, J. (2018). Development of reading comprehension with graphic organizers for students with dyslexia. Journal of Technology and Science Education, 8(2), 105-114. https://doi.org/10.3926/jotse.414

Writing Resource 1 (EL):

Nunn, S., Rutherford-Quach, S., & Schaefer, V. (2019). “Project 5.2.4: Evidence-based practices for teaching phonological and phonemic awareness” . Regional Educational Laboratory At SRI International . https://ies.ed.gov/ncee/edlabs/regions/appalachia/blogs/pdf/CoachingMemo_508.pdf

Writing Resource 1 (ID):

Vanden Bempt, F., Economou, M., Van Herck, S., Vanderauwera, J., Glatz, T., Vandermosten, M., Wouters, J., & Ghesquière, P. (2021). Digital Game-Based Phonics Instruction Promotes Print Knowledge in Pre-Readers at Cognitive Risk for Dyslexia. Frontiers in psychology, 12, 720548. https://doi.org/10.3389/fpsyg.2021.720548

Writing Resource 2 (EL):

Writing Resource 2 (ID)

Writing Resource 3 (EL)

Wolter, J. A., & Collins, G. (2017). Morphological awareness intervention for students who struggle with language and literacy. Perspectives on Language and Literacy, 43(2), 17-22. https://mydigitalpublication. com/publication/?i=398575&article_id=2757854&view=articleBrowser&ver=html5

Writing Resource 3 (ID)

Hennenfent, L., Johnson, L., Novelli, C., & Sharkey, E. (2022). Intensive intervention practice guide: Explicit morphology instruction to improve overall literacy skills in secondary students. The National Center for Leadership in Intensive Intervention. https://files.eric.ed.gov/fulltext/ED628200.pdf

Writing Resource 4 (EL)

Writing Resource 4 (ID)

Writing Resource 5 (EL)

Writing Resource 5 (ID)

Nunn, S., Rutherford-Quach, S., & Schaefer, V. (2019). “Project 5.2.4: Evidence-based practices for teaching phonological and phonemic awareness” . Regional Educational Laboratory At SRI International. https://ies.ed.gov/ncee/edlabs/regions/appalachia/blogs/pdf/CoachingMemo_508.pdf

Writing Resource 6 (EL)

Nunn, S., Rutherford-Quach, S., & Schaefer, V. (2019). “Project 5.2.4: Evidence-based practices for teaching phonological and phonemic awareness” . Regional Educational Laboratory At SRI International. https://ies.ed.gov/ncee/edlabs/regions/appalachia/blogs/pdf/CoachingMemo_508.pdf

Writing Resource 6 (ID)

Extra Citations:

Francesc, P., Subosa, M., Rivas, A., & Valverde, P. (2019). Artificial intelligence in education: challenges and opportunities for sustainable development. Unesdoc.unesco.org. https://unesdoc.unesco.org/ark:/48223/pf0000366994

Free online reading and listening resources for ESL learners. Literacy Minnesota. (2020). https://www.literacymn.org/free-online-reading-listening-resources-for-esl-learners

Horst, J. (2013). Context and repetition in word learning. National Library of Medicine. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3619249/

IES. (n.d.). Evidence-Based Instructional Strategies for Elementary English Learner Students. Institute of Education Sciences. https://ies.ed.gov/ncee/rel/infographics/pdf/REL_SE_Evidence_Based_Instructional_Strategies_for_Elementary_English_Learner_Students.pdf

Johnston, G. (2016). 5 chrome apps and extensions to help ESL learners: Fractus learning. Fractus Learning. https://www.fractuslearning.com/chrome-extensions-esl-learners/

Ribeiro, R. (2022). AI in English language learning: Cambridge English. World of Better Learning | Cambridge University Press. https://www.cambridge.org/elt/blog/2020/03/09/artificial-intelligence-english-language-learning/

Schwartz, E. H. (2023). Google search rolls out AI-powered speaking practice for language learners. Voicebot.ai. https://voicebot.ai/2023/10/24/google-search-rolls-out-ai-powered-speaking-practice-for-language-learners/

Staff, T. (2022). 50 of the best Google Chrome extensions for teachers. https://www.teachthought.com/technology/chrome-extensions-teachers/

Watson, I. (2022). Special Education Resources to improve reading skills. Watson Institute. https://www.thewatsoninstitute.org/resource/reading/