ERIC Number: EJ957073
Record Type: Journal
Publication Date: 2012-Mar
Abstractor: As Provided
Reference Count: 53
Effects of Small-Group and One-on-One Reading Fluency Interventions with Second Grade, Low-Performing Spanish Readers
Begeny, John C.; Yeager, Abigail; Martinez, Rebecca S.
Journal of Behavioral Education, v21 n1 p58-79 Mar 2012
This study compared children's Spanish reading performance across 2 reading intervention conditions: small group versus individual (teacher-student). Six second-grade Costa Rican students with low Spanish reading ability participated in the study. An alternating-treatments design was used to compare the relative effectiveness of the 2 interventions to each other and to a no-intervention control condition. Results showed that nearly all students benefitted from 1 or both of the reading interventions. Findings are consistent with previous research with English readers and suggest that delivering fluency-based reading interventions with fidelity (such as those described in the current study) to Spanish readers may be an effective way to improve Spanish-speaking students' reading skills. Results are also consistent with past research on the comparable effectiveness of delivering a reading-fluency intervention to a small group versus an individual. Implications of these findings are discussed in terms of relative efficiency in the delivery of reading-fluency interventions, and with respect to educators in and out of the United States who work with students struggling with Spanish-reading fluency.
Descriptors: Intervention, Reading Fluency, Reading Improvement, Program Effectiveness, Grade 2, Reading Skills, Reading, Comparative Analysis, Foreign Countries, Research, Small Group Instruction, Second Language Learning, English (Second Language), Student Behavior, Spanish, Second Language Instruction
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 2
Authoring Institution: N/A
Identifiers - Location: Costa Rica; United States