A Phonologically Based Reading Intervention for Undergraduate English Language Learners At-Risk of Reading Difficulties: A Pilot Study

Autor/inn/en	Cook, Michelle J.; Hughes, Elizabeth M.
Titel	A Phonologically Based Reading Intervention for Undergraduate English Language Learners At-Risk of Reading Difficulties: A Pilot Study
Quelle	In: Journal of College Academic Support Programs, 5 (2023) 2, S.9-21 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Undergraduate Students; English Language Learners; At Risk Students; Reading Difficulties; Intervention; Phonological Awareness; Decoding (Reading); Word Recognition; Reading Comprehension; Response to Intervention; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Dekodierung; Worterkennung; Leseverstehen
Abstract	Researchers have reported that English language learners (ELLs) may be at risk of reading difficulties in the postsecondary setting. Although some students may only require explicit content-related vocabulary instruction and support with comprehension strategies in order to enhance comprehension, others may benefit from targeted shortterm intervention in foundational reading skills. In this study, we examined whether a phonologically based reading intervention for undergraduate ELLs at-risk of reading difficulties would result in significant between-group differences for the proximal variables of decoding and sight word recognition and the distal variable of reading comprehension. This pilot quasi-experimental group design study involved 9 participants (treatment = 6/control = 3) from various L1 backgrounds, including Chinese, Spanish, and Arabic. Effect sizes were calculated for the proximal variables using measures of word attack and letter-word identification, and the distal variable based on a measure of passage comprehension. Although a small and small-medium effect were calculated for the measures of word attack and letterword identification, respectively, no effect was found for the measure of passage comprehension. Implications related to intervention dosage and additional intervention components are discussed. (As Provided).
Anmerkungen	Journal of College Academic Support Programs. Tel: 512-585-2416; e-mail: JCASP_editor@txstate.edu; Web site: https://journals.tdl.org/jcasp/index.php/jcasp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01