The Impact of an Early Reading Intervention with English Language Learners and Native-English-Speaking Children

This study investigated the effectiveness of a supplemental reading program that emphasizes phoneme awareness and phonics with small groups composed of both at-risk native English-speakers and at-risk English language learners (ELLs) whose first language is not Spanish. A multiple-baseline-across-participants design was utilized to investigate the effects of the intervention. Findings indicate that individual students placed in small reading...