English Reading Effects of Small‐Group Intensive Intervention in Spanish for K–1 English Learners

Michael M. Gerber · Terese C. Jiménez · Jill M. Leafstedt · Jessica Villaruz · Catherine Richards · Judy English

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Reading and Literacy Development EFL/ESL Teaching and Learning Early Childhood Education and Development

Abstract

In this article we report small, but statistically significant, effects of brief supplemental instruction on English reading by Spanish‐speaking kindergartners ( N = 37) who performed poorly on a bilingual battery of phonological‐processing tasks. Intervention design was compatible with the Reading First initiative and with research on use of multitiered intervention strategies for preventing reading failure among young monolingual students (e.g., L. S. Fuchs & Vaughn, 2003). We describe a Core Intervention Model (CIM) comprised of specific instructional behaviors that teachers might easily learn and employ regardless of curriculum, and discuss implications of our findings for building multitiered preventative instruction for young English learners.

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1986Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy 1987The nature of phonological processing and its causal role in the acquisition of reading skills.1983Categorizing sounds and learning to read—a causal connection 2003A definition of dyslexia 1991Phonological skills and learning to read 2001Intensive Remedial Instruction for Children with Severe Reading Disabilities 1991Does Phoneme Awareness Training in Kindergarten Make a Difference in Early Word Recognition and Developmental Spelling?1996Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability.

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2009One-Year Follow-Up Outcomes of Spanish and English Interventions for English Language Learners at Risk for Reading Problems 2021Targeted school-based interventions for improving reading and mathematics for students with or at risk of academic difficulties in Grades K-6: A systematic review 2008Early Comprehension Instruction for Spanish–Speaking English Language Learners: Teaching Text–Level Reading Skills While Maintaining Effects on Word–Level Skills

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