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Interventions for reading difficulties: A comparison of response to intervention by ELL and EFL struggling readers

Lovett, M.; Palma, M.; Frijters, J.; Steinbach, K.; Temple, M.; Benson, N.; Lacerenza, L.
This study examined student response to remedial reading intervention, with comparisons made between students from differing language backgrounds and across instructional programs. Struggling readers who met criteria for reading disability participated in the study, with 90 students identified as students who spoke English as a first language (EFL) and 76 students identified as English language learners (ELL). The experimental instructional program consisted of 105 hours of instruction using Reading Mastery Fast Cycle and Corrective Reading materials. Additionally, students in the experimental group were randomly assigned to receive additional instruction with either the PHAST (Phonological and Strategy Training) Decoding Program, the PHAB/DI (Phonological Analysis and Blending/Direct Instruction) Decoding Program, or the PHAST Decoding Program with a spelling and writing component added. The control group received traditional special education reading instruction, typically utilizing an eclectic curriculum design. Results indicate that there were no overall achievement differences between ELL and EFL students in the experimental or control groups. Students in the experimental group, regardless of EFL or ELL status, outperformed students in the control group on outcome measures as well as growth rate measures. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Reading Mastery; Corrective Reading; reading; Phonological and Strategy Training Decoding Program; Phonological Analysis and Blending Direct Instruction Decoding Program
Journal of Learning Disabilities
Design type:
Matched Comparison (Pretest), Matched Comparison (Demographics)
Fidelity monitored:
Students included:
English Language Learners, Elementary Students, Students w/ Learning Disabilities, Special Education Students, Elementary Students, Remedial Students
Other tags:
Reading Mastery, Corrective Reading, Phonological and Strategy Training (PHAST) Decoding Program, Phonological Analysis and Blending/Direct Instruction (PHAB/DI) Decoding Program, reading, Woodcock Reading Mastery Test (WRMT), Comprehensive Tests of Phonological Processing (CTOPP), Wide Range Achievement Test (WRAT-3), Clinical Evaluation of Language Fundamentals (CELF), Peabody Picture Vocabulary Test (PPVT-3), Wechsler Intelligence Scale for Children (WISC-III)
Canada: Toronto, Ontario, Elementary School
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