Examining the Usability of the "Building Knowledge and Language Through Inquiry" (KLI) Intervention for Upper Elementary Emergent Bilinguals

• In Event: Dual Language Learners, English Learners, and Literacy Knowledge

Abstract

This study was to explore the usability of the core components of a new literacy intervention, Building Knowledge and Language through Inquiry (KLI), that intended to support upper elementary-grade emergent bilingual readers’ reading comprehension and content knowledge development in a small-group setting. The current study evaluated two usability attributes—effectiveness (e.g., How well do teachers use and implement the KLI approach to achieve the goals?) and satisfaction (e.g., How do teachers perceive their use of the KLI lessons?)—by drawing upon video-recorded lesson observations and interviews with teachers. Rigorous usability testing can inform future iterations of the intervention design and implementation to achieve the goals effectively, efficiently, and with satisfaction in a specified context of the use of the KLI program.

Authors

• Dennis S. Davis, North Carolina State University

• Becky H. Huang, The University of Texas - San Antonio

• Jackie Eunjung Relyea, North Carolina State University

• T. Fulya Eyupoglu, North Carolina State University

• Dung (Davy) Tran, The University of Texas - San Antonio

• Courtney Wood Samuelson, North Carolina State University

• Sarah Dawson

• Phillip Liu, The University of Texas - San Antonio

• Benjamin Kelcey, University of Cincinnati