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ERIC Number: EJ933187
Record Type: Journal
Publication Date: 2011-Jul
Pages: 15
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-0033-3085
Improving Latino, English Language Learners' Reading Fluency: The Effects of Small-Group and One-on-One Intervention
Ross, Sarah G.; Begeny, John C.
Psychology in the Schools, v48 n6 p604-618 Jul 2011
Reading fluency is a critical yet commonly neglected component of early reading instruction. For the large percentage of English language learners (ELLs) who are struggling with or at risk for reading difficulties, there is insufficient research available to help educators implement time-efficient interventions with these students. Using an experimental design common in field-based research, the purpose of this study was to evaluate the differential effects of a one-on-one (1/1) and small-group (SG) reading fluency intervention, both implemented with Spanish-speaking ELLs. Using three forms of data-analytic strategies (visual analysis, standard error of measurement, and randomization tests), results showed that nearly all students benefitted from the 1/1 intervention, and two students clearly benefitted from the SG intervention. Standardized reading assessments also demonstrated the positive impact of students receiving the interventions. Implications of these findings are primarily discussed with respect to school-based practice. (Contains 2 figures and 3 tables.)
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A