Early Literacy Intervention for Culturally and Linguistically Diverse Students with Varying English Language Proficiency Levels

Autor/inn/en	Kuhn, Jocelyn; Albers, Craig A.
Titel	Early Literacy Intervention for Culturally and Linguistically Diverse Students with Varying English Language Proficiency Levels
Quelle	In: Journal of Applied School Psychology, 38 (2022) 4, S.283-315 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kuhn, Jocelyn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-7903
DOI	10.1080/15377903.2021.1953660
Schlagwörter	Language Proficiency; English (Second Language); Second Language Learning; Cultural Differences; Evidence Based Practice; Literacy Education; Risk; Intervention; Program Effectiveness; Response to Intervention; Sino Tibetan Languages; Austro Asiatic Languages; Indo European Languages; Native Language; Multilingualism; Benchmarking; Kindergarten; Elementary School Students + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Kultureller Unterschied; Risiko; Indoeuropäisch; Mehrsprachigkeit; Multilingualismus
Abstract	Objectives: This study examined the effectiveness of Sound Partners, an evidence-based early literacy intervention program, with culturally and linguistically diverse elementary students within an applied Response to Intervention (RTI) system. Method: Participants (n = 11) with a range of English language proficiency (ELP) who spoke English, Hmong, Khmer, or Nepali as a first language were recruited based on indicators of high academic risk displayed during the participating school's universal literacy screening process. Three replications of a randomized multiple baseline single case research study were conducted to assess the effectiveness of Sound Partners in three groups: those with lower ELP, middle ELP, and native English speakers. Progress monitoring of early literacy skills occurred weekly across baseline and intervention phases. Results: Visual analysis results supported two intervention effects: PSF effects in the low ELP replication and LSF effects in the native English speaker replication. Supplemental statistical analyses were conducted to describe the magnitudes and variations of effect sizes. Conclusion: Results suggest that key factors related to heterogeneity within the diverse population of ELL students, such as ELP levels, must be carefully considered when implementing RTI. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01