With an ever-growing population of elementary English learners (EL), an increase in technology in classrooms, and a renewed sense of direction with English language development (ELD) instruction since the release of Common Core State Standards, educational leaders are making decisions regarding instruction for EL that will have long-lasting impacts on language proficiency and literacy achievement for the rising group of EL enrolled in schools across our nation. This problem suggested the need for research on computer-assisted language learning (CALL) program use in an elementary setting with EL in order to identify best practices for developing literacy achievement in the era of Common Core standards and technology implementation. Quantitative research in the form of a non-experimental design with treatment groups allowed for the researcher to establish a possible relationship between CALL program practices and the increase in literacy achievement. Participants included 759 elementary EL enrolled in either fifth or sixth grade in a large, southern California public school district. This study contributed to the limited body of research that aims to investigate CALL instruction used for designated ELD and its relation to literacy achievement for elementary EL. The results of the inferential analyses indicated a relationship between language proficiency and literacy achievement, however the CALL program yielded neutral results on literacy achievement for elementary EL. The findings suggest educational leaders need to make informed decisions about technology integration. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
