ERIC Number: EJ1177039
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Examining the Effectiveness of a Supplemental Reading Intervention on the Early Literacy Skills of English Language Learners
Dussling, Tess M.
Literacy Research and Instruction, v57 n3 p276-284 2018
While the research on effective early reading interventions for English language learners is expanding, the majority of the research focuses on students whose native language is Spanish. This study investigated the effects of a supplemental reading program that builds phoneme awareness skills and emphasizes explicit instruction in the alphabetic code for five first grade ELLs whose native language was not Spanish. Each of the five participants spoke a different language, including Somali, French, Arabic, Burmese, and Chinese. A single-case design study was conducted to examine students' response to the intervention, as measured by weekly progress monitoring probes in areas of phoneme segmentation, phonetically regular real word reading skills, and pseudoword reading skills. The study also investigated pretest and posttest measures of phoneme blending, phoneme segmenting, and real word reading. All students showed improvement on the phoneme segmentation and nonsense word reading probes, and four out of five improved on the phonetically regular word reading probes. Additionally, all students showed growth from pretest to posttest on phoneme segmentation and real word reading, and four of the five students improved their blending skills. The data from this study indicate that explicit and systematic phonological awareness and phonics-based instruction shown to be effective with native English speakers can be effective with non-Spanish-speaking ELLs.
Descriptors: English Language Learners, Instructional Effectiveness, Supplementary Education, Reading Instruction, Phonemic Awareness, Reading Skills, Alphabets, Elementary School Students, Grade 1, Emergent Literacy, Case Studies, Response to Intervention, Progress Monitoring, Pretests Posttests, Reading Tests, Suprasegmentals, Phonics, Pilot Projects, Intelligence Tests, Vocabulary, Verbal Ability
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: New York
Identifiers - Assessments and Surveys: Peabody Picture Vocabulary Test; Woodcock Reading Mastery Test
Grant or Contract Numbers: N/A