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Effects of a supplemental reading intervention package on the reading skills of English speakers and English language learners in three urban elementary schools: A follow-up investigation

Kourea, Lefki
http://rave.ohiolink.edu/etdc/view?acc_num=osu1185479306

Abstract Details

2007, Doctor of Philosophy, Ohio State University, Physical Activity and Educational Services.
This study investigated the effectiveness of a supplemental early reading intervention package on the segmentation, blending and oral reading fluency skills of 23 urban first-grade students, including English Language Learners (ELLs), who continued to be at reading risk after receiving intensive phonological awareness training the previous year in kindergarten (i.e., ERI-Treatment Group). Additionally, the study examined the growth rates of 15 first-grade students, who reached benchmark status at the end of the previous year’s kindergarten intervention (i.e., ERI-Comparison Group), as well as the growth rates of 23 first-grade comparison students, identified the previous year in kindergarten with few or no markers of reading risk (i.e., Comparison Group). Six instructional assistants received a six-hour training package to deliver the intervention to the ERI-Treatment Group across three urban high poverty schools. Pre- and posttest standardized measures (WJ-III; CTOPP) and tri-weekly progress monitoring data were collected to evaluate student progress. Supplemental intervention was delivered 4-5 times per week for 20 to 30 minutes each session over a period of 57 to 88 sessions. Treatment integrity checks were collected frequently during random school visits. Measures of social validity were collected to evaluate direct consumers’ satisfaction about the goals, procedures and outcomes of the treatment. Data were analyzed with regression models, contrasts, and repeated measures mixed-effects modeling. Results showed that the ERI-Treatment group made substantial gains in phonological awareness and alphabetic understanding skills. Fewer gains were found in oral reading fluency and comprehension, especially for ELLs. The ERI-Comparison Group not only maintained treatment gains from the previous year’s intervention, but also performed comparably to the levels of their initially higher performing peers (Comparison Group). These findings highlight the importance of intensive phonological awareness training and its potentially lasting effects to reduce the reading risk of extremely vulnerable students. They also underscore the need to provide ongoing intensive support, depending on students’ responsiveness to intervention.
Gwendolyn Cartledge (Advisor)
327 p.
Education, Special
early reading interventions; longitudinal studies; urban learners; english language learners

Recommended Citations

Citations

  • Kourea, L. (2007). Effects of a supplemental reading intervention package on the reading skills of English speakers and English language learners in three urban elementary schools: A follow-up investigation [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1185479306

    APA Style (7th edition)

  • Kourea, Lefki. Effects of a supplemental reading intervention package on the reading skills of English speakers and English language learners in three urban elementary schools: A follow-up investigation. 2007. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1185479306.

    MLA Style (8th edition)

  • Kourea, Lefki. "Effects of a supplemental reading intervention package on the reading skills of English speakers and English language learners in three urban elementary schools: A follow-up investigation." Doctoral dissertation, Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1185479306

    Chicago Manual of Style (17th edition)

osu1185479306
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This open access ETD is published by The Ohio State University and OhioLINK.