First Advisor

Upton, Gary


College for Professional Studies

Degree Name

Master of Education


School of Education and Counseling

Document Type

Thesis - Open Access



Number of Pages

48 pages


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

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