Effects of the Helping Early Literacy with Practice Strategies (HELPS) Reading Fluency Program with Latino English Language Learners: A Preliminary Evaluation

Abstract

The Helping Early Literacy with Practice Strategies (HELPS) Program was developed by integrating 8 evidence-based fluency-building instructional strategies into a structured program that can be feasibly implemented by educators. The HELPS Program has been shown in previous research to significantly improve elementary-aged students' reading abilities, but the effects of HELPS have not been evaluated with an important and increasing sub-population of U.S. students, English language learners (ELLs). As such, the purpose of this control group comparison study was to evaluate HELPS with Latino ELLs. Findings showed that ELLs who received HELPS scored significantly higher than the control group on standardized measures of fluency and comprehension. Although this study represents an initial attempt to understand the effects of HELPS with ELLs, the findings have implications for educators and researchers who work with ELLs.

Effects of Small-Group and One-on-One Reading Fluency Interventions with Second Grade, Low-Performing Spanish Readers

“…Although our findings are only preliminary and should be interpreted with respect to this study's limitations (e.g., a relatively small sample size, only one dependent measure used), it is encouraging to find that these brief interventions resulted in immediate and retention effects that are commensurate with those found in studies that included large sample sizes and numerous measures of reading skills, including comprehension. For example, Begeny and his colleagues (e.g., Begeny 2011;Begeny et al 2010;Begeny and Martens 2006) have shown that Englishspeaking students receiving the fluency-based intervention strategies used in the present study made immediate and/or retention gains similar to the students in this study and made statistically significant gains in broad measures of reading, including comprehension. Of course, future research using broader measures and in varied locations to evaluate the interventions developed for the present study are warranted, but the present study (combined with similar research in this area; e.g., Therrien 2004) offers meaningful support for the brief, SG and 1:1 interventions implemented with our Spanish-speaking students.…”

“…In many of these studies, fluency-based strategies have enhanced other important reading abilities, including comprehension (e.g., Begeny 2011;NICHHD 2000). Effective strategies for improving students' reading fluency include repeated reading (e.g., Therrien 2004), modeling (e.g., Skinner et al 1997), phrase-drill error-correction (e.g., , and motivational/reward procedures (e.g., Haring et al 1978).…”

Efficacy of a blended learning approach to elementary school reading instruction for students who are English Learners

“…This program requires 1-to-1 instruction with a trained adult and is implemented outside of the classroom. ELs receiving HELPS showed significant benefits in reading fluency and comprehension compared to ELs not receiving the intervention (Begeny et al 2012).…”

“…In many instances, the types of instruction demonstrated to be most effective for at-risk students, in particular ELs, often require 1-to-1 tutorial sessions and/or must be conducted outside of the regular classroom environment (e.g., Begeny et al 2012;Vadasy and Sanders 2011). A blended learning approach when properly implemented may provide a viable alternative to these types of instruction.…”

“…In an earlier study, Kamps et al (2007) examined the effects of direct phonics instruction in a year-long, small group intervention with first and second grade ELs and reported that intervention students showed superior oral reading fluency scores compared to ELs receiving typical classroom instruction. More recently, Begeny et al (2012) implemented a reading fluency program called Helping Early Literacy with Practice Strategies (HELPS). This program requires 1-to-1 instruction with a trained adult and is implemented outside of the classroom.…”