This study examined the effectiveness of an evidenced-based reading intervention, Word Sort, with bilingual students receiving dual immersion education. This study expands upon the existing research on Word Sort by examining its impact on bilingual students’ reading fluency. The following research questions was proposed: Is Word Sort an effective intervention with bilingual (dual immersion) students who are struggling early readers? A visual analysis and effect size of participants’ data across baseline and treatment conditions found that all three participants’ Oral Reading Fluency (ORF) improved. This suggests that Word Sort is a promising intervention for bilingual, dual immersion students with reading delays.
|Commitee:||Duran, Anne, Gamble, Brandon|
|School:||California State University, Long Beach|
|Department:||Advanced Studies in Education and Counseling|
|School Location:||United States -- California|
|Source:||MAI 55/06M(E), Masters Abstracts International|
|Subjects:||English as a Second Language, Elementary education, Literacy, Reading instruction, Language|
|Keywords:||Dual immersion, English language learners, Reading, Response to intervention, Single subject research|
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