Paired reading intervention for limited English proficient students

Date of Award

2011

Degree Name

Ed.S. in School Psychology

Department

School of Education and Health Sciences

Advisor/Chair

Advisor: Susan Davies

Abstract

The purpose of this research was to determine the impact of an academic intervention called Paired Reading" for three Limited English Proficient (LEP) students on their oral reading fluency. A multiple baseline across students design was used to evaluate the effectiveness of Paired Reading intervention program for three LEP students who are in the fourth grade. It was expected that the intervention would decrease errors and increase oral reading rates. The oral reading fluency rate of all three LEP students showed marked improvements after the intervention when compared to their performance during baseline. Two of the three students met their oral reading fluency goals. Previous studies support Paired Reading as an effective intervention for struggling readers. The present study supports the efficacy of this intervention for students with limited English proficiency."

Keywords

Group work in education Education (Primary) Case studies, Limited English-proficient students Education (Primary) Case studies, English language Study and teaching (Primary) Foreign speakers Case studies, Reading comprehension Study and teaching (Primary) Case studies

Rights Statement

Copyright © 2011, author

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