The Effect of Teacher-Designed Intervention On Decoding Skills of English Language Learners (ELLS) with Specific Learning Disability

Abstract

This ex post facto study sought to determine the efficacy of a teacher-designed intervention on decoding skills among English language learners (ELLs) identified to have a specific learning disability (SLD). This study examined the literacy profile of a cohort of thirty-six (36) ELLs with SLD grouped according to the intervention approach (IA) and attendance level (AL) to compare before- and after-intervention scores in decoding and word recognition (DWR) and to determine the interaction effect of intervention approach (IA) and attendance level (AL) on the respondents’ gain scores. This study’s findings demonstrated a significant increase in respondents’ scores after receiving the intervention. Also, results indicated a significant combined effect of IA and AL in DWR gain scores. Therefore, educators and interventionists might consider implementing the teacher-designed intervention to help ELLs acquire decoding skills. Future studies should replicate the study but include other learners to determine if these results are unique to ELLs with SLD. In addition, further studies on this topic could add to the body of literature.