A Phonologically Based Reading Intervention for Undergraduate English Language Learners At-Risk of Reading Difficulties: A Pilot Study
| dc.contributor.author | Cook, Michelle | |
| dc.contributor.author | Hughes, Elizabeth | |
| dc.date.accessioned | 2023-07-07T19:34:19Z | |
| dc.date.available | 2023-07-07T19:34:19Z | |
| dc.date.issued | 2023-03-31 | |
| dc.description.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 short-term 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 letter-word identification, respectively, no effect was found for the measure of passage comprehension. Implications related to intervention dosage and additional intervention components are discussed. | |
| dc.format | Text | |
| dc.format.extent | 13 pages | |
| dc.format.medium | 1 file (.pdf) | |
| dc.identifier.citation | Cook, M. J., & Hughes, E. M. (2023). A phonologically based reading intervention for undergraduate English language learners at-risk of reading difficulties: A pilot study. Journal of College Academic Support Programs, 5(2). | |
| dc.identifier.doi | https://doi.org/10.58997/5.2fa1 | |
| dc.identifier.issn | 2577-9990 | |
| dc.identifier.uri | https://hdl.handle.net/10877/17024 | |
| dc.language.iso | en | |
| dc.publisher | Texas State University, The Education Institute | |
| dc.source | Journal of College Academic Support Programs, 2023, Vol. 5, No. 2, pp. 9-21. | |
| dc.subject | phonologically based reading program | |
| dc.subject | reading comprehension | |
| dc.subject | English language learners | |
| dc.subject | undergraduate | |
| dc.title | A Phonologically Based Reading Intervention for Undergraduate English Language Learners At-Risk of Reading Difficulties: A Pilot Study | |
| dc.type | Article |