Early reading intervention: Responding to the learning needs of young at-risk English language learners

Lisa Klett Gyovai, Gwendolyn Cartledge, Lefki Kourea, Amanda Yurick, Lenwood Gibson

Research output: Contribution to journalArticlepeer-review

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.

Original languageEnglish
Pages (from-to)143-162
Number of pages20
JournalLearning Disability Quarterly
Volume32
Issue number3
DOIs
Publication statusPublished - 2009
Externally publishedYes

Fingerprint

Dive into the research topics of 'Early reading intervention: Responding to the learning needs of young at-risk English language learners'. Together they form a unique fingerprint.

Cite this