Early Reading Intervention: Responding to the Learning Needs of Young at-Risk English Language Learners

Author
Author
Lisa Klett Gyovai, Gwendolyn Cartledge, Lefki Kourea, Amanda Yurick, Lenwood Gibson, Jr.,
Journal
Learning Disability Quarterly
Details
Resource Type
Journal
Acquisition Number
BE026641
Published Date
12-28-2017 2:53 PM
Published Year
2017
Language(s)
Subscription Only
No
Abstract
This study examined the effects of a supplemental early reading intervention on the beginning literacy skills of 12 kindergarten/first-grade urban English language learners (ELLs). The Early Reading Intervention (ERI; Simmons & Kame'enui, 2003) was the instructional intervention used with all students. A multiple-baseline design across students was used to investigate the effects of the instruction on phoneme segmentation fluency (PSF) and nonsense word fluency (NWF), as measured by the Dynamic Indicators of Basic Early Literacy Skills (DIBELS; Good & Kaminski, 2002). Data analyses showed that all students increased in the number of phonemes segmented and the number of letter sounds produced correctly. Gains were commensurate with the amount of instruction received.
Topics
Oral Language
English Learners
English Learners
Early Childhood Education
Assessment
Assessment