Application of a Multitiered System of Support with English Language Learners

Autor:	Elizabeth Michelle Arellano, Mike L. Vanderwood, Catherine Tung
Rok vydání:	2014
Předmět:	Phonemic awareness education Ell DIBELS Alphabetic principle Education Developmental psychology Fluency Phonological awareness Pedagogy Developmental and Educational Psychology Language proficiency Psychology At-risk students
Zdroj:	International Journal of School & Educational Psychology. 2:45-53
ISSN:	2168-3611 2168-3603
DOI:	10.1080/21683603.2013.860570
Popis:	This study examined the effects of a phonological awareness (PA) intervention on the phonological and alphabetic principle skills of first-grade English language learners (ELLs). Nine first-grade classrooms in two large elementary schools were screened with DIBELS Phoneme Segmentation Fluency (PSF) and Nonsense Word Fluency (NWF) in the fall and winter. Sixteen ELLs were identified as at-risk readers based on the following selection criteria: (a) Spanish-speaking ELL with beginning or early intermediate English language proficiency, and (b) PSF and NWF scores below recommended cutoffs. The at-risk students received a PA intervention for 30 minutes, 5 days a week, for 11 weeks. The effect of the intervention was addressed by comparing the mean pre- and posttest scores of the students in intervention. Results revealed significant differences between preintervention scores and postintervention scores on both PSF and NWF. The second research question addressed mean and growth rate differences between ELLs in ...
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::2b9d1747540183bc0f431eaeab5e0eb9 https://doi.org/10.1080/21683603.2013.860570 Zobrazit plný text záznamu