Application of a Multitiered System of Support with English Language Learners

Abstract

This study examined the effects of a phonological awareness (PA) intervention on the phonological and alphabetic principle skills of first-grade English language learners (ELLs). Nine first-grade classrooms in two large elementary schools were screened with DIBELS Phoneme Segmentation Fluency (PSF) and Nonsense Word Fluency (NWF) in the fall and winter. Sixteen ELLs were identified as at-risk readers based on the following selection criteria: (a) Spanish-speaking ELL with beginning or early intermediate English language proficiency, and (b) PSF and NWF scores below recommended cutoffs. The at-risk students received a PA intervention for 30 minutes, 5 days a week, for 11 weeks. The effect of the intervention was addressed by comparing the mean pre- and posttest scores of the students in intervention. Results revealed significant differences between preintervention scores and postintervention scores on both PSF and NWF. The second research question addressed mean and growth rate differences between ELLs in intervention and a nonintervention comparison group at the same schools. Group comparison results indicated the intervention students closed the gap in PA between themselves and typically performing peers as measured by a significant interaction and differences in growth rate (d = 1.22). There were no significant group differences on alphabetic principle.