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Early Reading Intervention for English Language Learners At-Risk for Learning Disabilities: Student and Teacher Outcomes in an Urban School

Diane Haager and Michelle P. Windmueller
Learning Disability Quarterly
Vol. 24, No. 4 (Autumn, 2001), pp. 235-250
Published by: Sage Publications, Inc.
DOI: 10.2307/1511113
Stable URL: http://www.jstor.org/stable/1511113
Page Count: 16
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Early Reading Intervention for English Language Learners At-Risk for Learning Disabilities: Student and Teacher Outcomes in an Urban School
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Abstract

Student and teacher outcomes following the first year of implementation of an early reading intervention project designed to improve literacy outcomes in one urban school are described. The intervention was delivered through ongoing supplemental reading instruction for English language learners (ELLs) at-risk of reading failure. Students at-risk for reading-related learning disabilities were identified using the "Dynamic Indicators of Basic Early Literacy Skills (DIBELS)," a performance-based reading assessment. Students at-risk and students with learning disabilities (LD) received supplemental small-group reading instruction provided by the classroom teacher and support personnel implementing an inclusive special education program. Results indicated positive growth for ELLs, with a disproportionately large percentage of students falling into the risk range. At-risk and LD students showed steady improvement, supporting the coupling of an inclusive special education program with reading intervention in the primary grades. Teacher reports indicated that professional development should be grounded in the reality of classroom experience.

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