Use of Evidence-Based, Small-Group Reading Instruction for English Language Learners in Elementary Grades: Secondary-Tier Intervention

Abstract

This experimental/comparison study of secondary-level, small-group instruction included 318 first- and second-grade students (170 ELL and 148 English-only) from six elementary schools. All schools served high numbers of ELL students with varying school SES in urban and suburban communities. Experimental schools implemented a three-tier model of intervention. In addition to primary-tier reading instruction, the second-tier, small-group experimental interventions included use of (a) evidence-based direct instruction reading curricula that explicitly targeted skills such as phonological/phonemic awareness, letter-sound recognition, alphabetic decoding, fluency building and comprehension skills; and (b) small groups of 3 to 6 students. Students at comparison schools were not exposed to a three-tier reading program but received (a) an ESL intervention using balanced literacy instruction with a focus on word study, group and individual story reading, and writing activities; and (b) small groups of 6 to 15 students. The ESL/balanced literacy intervention was generally in addition to primary reading instruction. Results indicated generally higher gains for ELL students enrolled in direct instruction interventions. Implications for research and practice are discussed.

Response to a Review and Update on Developing Literacy in Second-language Learners: Report of the National Literacy Panel on Language Minority Children and Youth

“…Six studies assessed reading fluency (Calhoon, Al Otaiba, Cihak, King, & Avalos, 2007;Denton, Wexler, Vaughn, & Bryan, 2008;Gunn, Smolkowski, Biglan, Black, & Blair, 2005;Kamps et al, 2007;McMaster, Kung, Han, & Cao, 2008;Sáenz, Fuchs, & Fuchs, 2005). Rather than focusing solely on fluency, usually these studies examined fluency in the context of more comprehensive reading programs that also focused on phonological awareness, phonics, and/or comprehension.…”

“…Our review located 10 studies with reading comprehension outcomes (Denton et al, 2008;Ehri, Dreyr, Flugman, & Gross, 2007;Fung, Wilkinson, & Moore, 2003;Kamps et al, 2007;Liang, Peterson, & Graves, 2005;Lovett et al, 2008;Roberts & Neal, 2004;Sáenz, Fuchs, & Fuchs, 2005;Solari & Gerber, 2008;Swanson, Hodson, & Schommer-Aikins, 2005). Most studies investigated the effect of comprehensive and multi-faceted literacy programs on the comprehension of ELLs.…”

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

“…The program produced significant gains in word reading for EL first graders, but only for students with higher oral vocabulary scores. 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).…”

One School’s Implementation of RTI With English Language Learners: “Referring Into RTI”

“…Gerber and his team of researchers concluded that small-group interventions in phonological awareness in Spanish could be quite effective for K-1 English language learners. Haager and Windmueller (2001) and Kamps et al (2007) successfully implemented second-tier interventions in English for English language learners.…”