English Reading Effects of Small-Group Intensive Intervention in Spanish for K–1 English Learners

@inproceedings{Gerber2004EnglishRE,
  title={English Reading Effects of Small-Group Intensive Intervention in Spanish for K–1 English Learners},
  author={Michael M. Gerber and Terese C. Jim{\'e}nez and Jill Leafstedt and Jessica Faye Villaruz and Catherine Richards and Judy English},
  year={2004}
}
In this article we report small, but statistically significant, effects of brief supplemental instruction on English reading by Spanish-speaking kindergartners (N = 37) who performed poorly on a bilingual battery of phonological-processing tasks. Intervention design was compatible with the Reading First initiative and with research on use of multitiered intervention strategies for preventing reading failure among young monolingual students (e.g., L. S. Fuchs & Vaughn, 2003). We describe a Core… CONTINUE READING

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