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ERIC Number: EJ798257
Record Type: Journal
Publication Date: 2008
Pages: 20
Abstractor: As Provided
Reference Count: 65
ISSN: ISSN-0022-2194
Interventions for Reading Difficulties: A Comparison of Response to Intervention by ELL and EFL Struggling Readers
Lovett, Maureen W.; De Palma, Maria; Frijters, Jan; Steinbach, Karen; Temple, Meredith; Benson, Nancy; Lacerenza, Lea
Journal of Learning Disabilities, v41 n4 p333-352 2008
This article explores whether struggling readers from different primary language backgrounds differ in response to phonologically based remediation. Following random assignment to one of three reading interventions or to a special education reading control program, reading and reading-related outcomes of 166 struggling readers were assessed before, during, and following 105 intervention hours. Struggling readers met criteria for reading disability, were below average in oral language and verbal skills, and varied in English as a first language (EFL) versus English-language learner (ELL) status. The research-based interventions proved superior to the special education control on both reading outcomes and rate of growth. No differences were revealed for children of EFL or ELL status in intervention outcomes or growth during intervention. Oral language abilities at entry were highly predictive of final outcomes and of reading growth during intervention, with greater language impairment being associated with greater growth. (Contains 5 tables and 5 figures.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 2; Grade 3; Grade 4; Grade 7
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada