Effects of Oral Proficiency and Comprehensive Literacy Intervention on English Language Learners’ Reading Fluency Development

• In Event: Poster Session 6
  In Poster Session: Bilingualism/English as a Second Language

Abstract

This longitudinal study investigated the developmental trajectory of reading fluency and the relationships among reading fluency development, oral language proficiency, and instructional setting for 124 English-language learners (ELLs) in Grades 1-3. We used archived data from a large-scale, randomized research project, which evaluated a multi-tiered intervention that developed English oral language, vocabulary, and literacy in Spanish-speaking ELLs (K-Grade 3). A linear growth model was fitted to oral language proficiency (OLP; IPT) and repeated-measures oral reading fluency (ORF; DIBELS) scores. Results indicated that OLP was a statistically significant predictor of initial ORF but not of ORF growth. Additionally, intervention students accelerated ORF growth compared to control students.

Authors

• Elizabeth P. Trevino, Texas A&M University - College Station

• Rafael Lara-Alecio, Texas A&M University

• Beverly J. Irby, Sam Houston State University