Promoting Fluency in English Language Learners: The Effects of a Small-Group and a One-On-One Reading Intervention

Abstract

Currently, Hispanic students score significantly lower than White, non-Hispanic students in reading throughout their elementary school years. Although several evidence-based fluency techniques exist for students who speak English as a first language (e.g., Repeated Reading, Listening Passage Preview, and Phrase Drill) research has insufficiently evaluated their effects with English language learners. This study used an alternating treatments design to examine the differential effects of a one-on-one (1/1) and small group (SG) reading fluency intervention, implemented with Spanish-speaking, English language learners. Each intervention condition was also compared to a no-treatment control condition (NTC). Students’ words read correct per minute (WCPM) served as the primary dependent measure, though standardized reading assessments and an experimenter-developed vocabulary assessment were also administered to measure student reading progress. WCPM scores were evaluated with visual analysis, standard-error of measurement (SEM) analysis, and randomization test analysis. Compared to the NTC, all students made significant WCPM gains as a result of receiving the 1/1 condition, whereas only two students significantly outperformed the NTC as a result of the SG condition. Standardized test gains and vocabulary gains were variable across students and conditions. Overall, the study offers preliminary evidence supporting two fluency-based reading interventions for Spanish-speaking, English language learners, each of which appear differentially useful depending on the time and resources available within a particular school setting.