The impact of language acquisition on second language reading fluency

At the beginning of the 2003--2004 school year the first cohort of Arizona Reading First schools began the process of implementing scientifically research based reading practices. Program success was to be assessed using Dynamic Indicator of Basic Early Literacy Skill (DIBELS), a series of seven fluency based measures designed to monitor a child's progress in basic early reading development based on the five "big ideas" in reading.; Questioning the impact that language acquisition can have on an English Language Learner's reading fluency in their second language, this study followed a group of students from first through third grade in an attempt to measure and report the impact of language on fluency. Native English speaking students were included in the study for comparison purposes.; A review of the literature included the history of assessment in general and specifically the issue of the assessment of English Language Learners. Theory on the effects that language acquisition has on learning to read in a second language was explored as well. Finally, reviews of the pros and cons of using DIBELS as a measurement tool for basic early literacy development were included.; Findings of the research demonstrated moderately strong correlations between students' SELP and ORF scores in second grade only. Statistically significant differences in mean scores on DIBELS Oral Reading Fluency (ORF) between students who scored below the proficiency level in English on SELP, a standardized language proficiency test, and those who had achieved English proficiency were found. Findings support the theory that DIBELS ORF is most predictive of future reading success for children who have attained a significant level of proficiency in English.