The Effects of a Small-Group Direct Instruction Intervention on the Reading Achievement of English Language Learners

• Main Author: Ottehenning, Laurie
• Format: Others
• Published: BYU ScholarsArchive 2015
• Subjects: direct instruction; English language learners; reading; response to intervention; Counseling Psychology; Special Education and Teaching
• Online Access: https://scholarsarchive.byu.edu/etd/5763; https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6762&context=etd

This study analyzes the effects of a Tier 2, small group intervention developed by the Exemplary Center for Reading Instruction (ECRI) that employs direct instruction strategies (including scripted sequenced lessons, teacher modeling, and repeated practice). The reading achievement of 15 English language learners (ELLs) in the ECRI intervention was compared to the reading achievement of 12 ELLs in a computer-based reading intervention. The reading achievement of 27 ELLs was also compared to the reading achievement of 48 non-ELLs in the interventions. Repeated measures ANOVAs and independent t-tests analyzed the results of the Kaufman Test of Educational Achievement-II Brief, pre- and post-tests. ELLs in grades 1-3 improved from pre- to post-test in the ECRI condition. In grades 1-3, both ELLs and non-ELLs in the ECRI condition significantly improved. ELLs in both conditions significantly improved in grades 4-6. In grades 4-6, there was a significant difference between ELLs and non-ELLs in the ECRI condition at pre-test but the difference was no longer significant at post-test. Implications and limitations of the findings are explored.