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- Title
Early Literacy Interventions for English Language Learners: Support for an RTI Model.
- Authors
Healy, Krista; Vanderwood, Mike; Edelston, Danielle
- 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-two 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.
- Subjects
UNITED States; EDUCATION of people with disabilities; SPECIAL education; LANGUAGE &; languages; UNITED States education system
- Publication
California School Psychologist, 2005, Vol 10, p55
- ISSN
1087-3414
- Publication type
Article
- DOI
10.1007/BF03340921