Abstract
As part of a three tier prevention model, first grade students in a large urban school district were screened with measures of phonological awareness and nonsense word fluency to determine those in need of a Tier 2 reading intervention. The 15 lowest performing English language learner (ELL) students were selected and received a manualized phonological awareness intervention combined with a token economy. The students were monitored weekly with a Phoneme Segmentation Fluency (PSF) task and a Nonsense Word Fluency (NWF) task to assess improvement of their reading skills. Students were exited from the intervention upon reaching a predetermined level of both the PSF and NWF tasks. Twelve of the fifteen students were exited from the intervention and the remaining three students were referred for Tier three (intensive) intervention.
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