English Language Learners' and Native English-Speakers' Spelling Growth after Supplemental Early Reading Instruction

This study examined if early interventions reinforcing the phonemic awareness skills of non-Spanish-speaking English learners (ELs) can positively impact their reading and spelling levels. Thirteen first graders (seven non-Spanish-speaking ELs and six native English-speakers) who were struggling with early literacy skills were placed into three small reading groups and provided with 30 minutes per day of evidence-based instruction in phonological awareness and the relationships between written letters for six weeks. The EL children benefited from the intervention despite having varying levels of English proficiency. The native English-speaking children in the study also benefitted from the intervention.