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| International Paper Session - Early Reading Intervention |
| Monday, May 26, 2008 |
| 10:30 AM–11:50 AM |
| Williford A |
| Area: EDC |
| Chair: Lefki Kourea (California State University, Fresno) |
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| Follow up Study of the Effects of a Supplemental Reading Intervention on the Reading Skills of Urban Elementary Learners. |
| Domain: Applied Research |
| ANGELLA HARJANI SINGH (The Ohio State University), Gwendolyn Cartledge (The Ohio State University), Lenwood Gibson (The Ohio State University) |
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| Abstract: The importance of access to early reading interventions in the general education classrooms cannot be undermined to minimize reading failure. This study examined the long-term effects of an early reading intervention package of phonemic awareness (Scott Foresman, ERI) on the reading skills of English speaking students, English language learners (ELLs) and African American males from urban elementary schools, after the supplemental instruction had been stopped. One group of students had received the ERI intervention for a period of two years (ERI Treatment group) and the other group of students had received the ERI intervention for only one year (ERI Comparison group) and the third group of students had received no ERI intervention (Control Comparison group). Pre- and post-scores were assessed on the Woodcock Johnson Tests of Achievement-III and the Comprehensive Test of Phonological Processing at the beginning and end of the third year. Student reading performance was also monitored through Dynamic Indicators of Basic Literacy Skills (DIBELS) progress monitoring assessments administered on a tri-weekly basis. A group design was used to examine the long-term effects of the supplemental early reading intervention on basic literacy skills of urban at-risk students. Research and practice implications are also discussed. |
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| Do They Differ or Not? Investigating the Responsiveness of ELL and Non-ELL Students. |
| Domain: Applied Research |
| LEFKI KOUREA (California State University, Fresno), Gwendolyn Cartledge (The Ohio State University) |
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| Abstract: This session presents findings from two studies that examined the responsiveness of at-risk first-grade English Language Learners and English speakers after receiving two years of early reading intervention. Student characteristics (e.g., skill level, rate of improvement) are compared between groups and across instructional variables. Limitations and educational implications are discussed. |
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| Outcomes of a Longitudinal Early Reading Intervention on At-Risk Urban Learners. |
| Domain: Applied Research |
| LEFKI KOUREA (California State University, Fresno), Gwendolyn Cartledge (The Ohio State University) |
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| Abstract: This session will present the research outcomes of a two-year longitudinal project on the responsiveness of at-risk first-grade students to an early reading intervention. Students’ maintained treatment gains without additional intervention the following year. A second year of intervention significantly improved the reading skills of non- respondents to Year 1 interventions. Limitations and future implications will be discussed. |
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