The Impact of an Early Reading Intervention with English Language Learners and Native-English-Speaking Children |
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Authors: | Tess M. Dussling |
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Affiliation: | 1. Education Department, Saint Michael's College, Colchester, Vermont, USA.tdussling@smcvt.edu |
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Abstract: | AbstractThis study investigated the effectiveness of a supplemental reading program that emphasizes phoneme awareness and phonics with small groups composed of both at-risk native English-speakers and at-risk English language learners (ELLs) whose first language is not Spanish. A multiple-baseline-across-participants design was utilized to investigate the effects of the intervention. Findings indicate that individual students placed in small reading groups comprised of ELLs and native English-speakers benefited from the code-oriented intervention, reinforcing the use of evidence-based instruction and more inclusive grouping practices for instruction. When disaggregated by language status, both ELLs and native English-speakers benefited from the supplemental reading instruction. Educational implications and areas for future research are discussed. |
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Keywords: | ELL early literacy phonics struggling readers |
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