EFFECTIVENESS OF AN EARLY LITERACY PROGRAM FOR DIVERSE CHILDREN: AN EXAMINATION OF TEACHER-DIRECTED PATHS TO ACHIEVING LITERACY SUCCESS
The present study examined the effectiveness of Teacher Directed: Paths to Achieving Literacy Success (PALS), an early literacy supplemental program, with 8 diverse students including English Language Learners (ELL). Progress was monitored weekly with select Dynamic Indicators of Basic Early Literacy (DIBELS; Good & Kaminski, 2002) measures: Phoneme Segmentation Fluency (PSF), Nonsense Word Fluency (NWF), and Oral Reading Fluency (ORF). Pre and post-measures of Indicadores Dinámicos Del Excitó en la Lectura (IDEL; Good, Baker, Knutson, Watson, 2003) were administered to those ELL students who could both read and write Spanish to examine whether phonological awareness would transfer between languages. A multiple-baseline design across three groups was used to determine the effects of treatment. Results indicated that students, in general, improved their early literacy skills. IDEL scores did not support whether or not phonological awareness had transferred between languages.
School Location:USA - Ohio
Source Type:Master's Thesis
Keywords:phonemic awareness early literacy teacher directed pals idel
Date of Publication:07/06/2009