First Advisor

Upton, Gary

College

College for Professional Studies

Degree Name

Master of Education

School

School of Education and Counseling

Document Type

Thesis - Open Access

Comments

Education

Number of Pages

48 pages

Abstract

The effectiveness of an intervention for English language learners (ELLs) at risk for reading problems is described. The treatment group was made up of 10 first grade students who were determined at risk for reading difficulties and were provided an intervention of supplemental reading instruction throughout the school year. Their scores on the Dynamic Indicators of Basic Early Literacy Skills (DIBELS; Good, Kaminski, Laimon, & Johnson, 1992; Good, 1994) were assessed for phoneme segmentation fluency, nonsense word fluency, and oral reading fluency prior to and following intervention. The scores of the treatment group were then compared to a control group of Intensive readers. Students in the treatment group and the control group made gains from pretest to posttest in their mean scores. The treatment group had a higher improvement in mean score and percentage improvement in phonemic segmentation . The treatment group had a higher percentage improvement but a lower mean score in nonsense word fluency and oral reading fluency.

Date of Award

Summer 2006

Location (Creation)

Denver, Colorado

Rights Statement

All content in this Collection is owned by and subject to the exclusive control of Regis University and the authors of the materials. It is available only for research purposes and may not be used in violation of copyright laws or for unlawful purposes. The materials may not be downloaded in whole or in part without permission of the copyright holder or as otherwise authorized in the “fair use” standards of the U.S. copyright laws and regulations.

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