Supplemental Phonological Awareness and Phonics Instruction for Spanish-Speaking English Learners: Implications for School Psychologists

The authors reviewed ten quasi-experimental and experimental studies on the effects of supplemental phonological awareness (PA) and phonics instruction on K-12 Spanish-speaking English learners (ELs). The instruction was either in English or in English and Spanish. The findings of the studies reviewed showed that students who received the supplemental PA and phonics instruction had better decoding and reading outcomes than ELs who did not have the instruction.