Computer-supported Collaborative Reading: A New Approach to Support English Language Learners with Attention Deficit Hyperactivity Disorder
Abstract: English language learners (ELLs) represent the fastest growing segment of the school-age population in the United States. The overrepresentation of ELLs in special education and in particular the ones with ADHD calls for seeking new approaches into teaching practices. Due to the important role of reading in achieving academic language proficiency, this paper is aimed at addressing the issues related to design of a Computer- supported Collaborative Learning (CSCL) environment which supports ELLs with ADHD to improve their reading skills during and after school hours. Issues such as the role of first language, the instructional strategies, and the collaborative process are discussed. Finally the Collaborative Self-Instruction (CSI) model, a peer-mediated CSCL environment, based on the self-instruction strategies is described.