| The purpose of this study was to assess the effectiveness of a reading intervention program, Responsiveness to Intervention (RTI), among monolingual and bilingual elementary aged students. Minimal research has been dedicated to children who identify as English Language Learners (ELL) and their response to reading intervention programs compared to their native English speaking peers. This study utilized archival data from a public charter school as part of their periodic benchmark reading assessment. Reading fluency was assessed on the Dynamic Indicators of Basic Literacy Skills (DIBELS), and reading comprehension was assessed on the Benchmark Assessment System (BAS). Based on previous research in these areas, the following was hypothesized: 1) all student's scores on the DIBELS should improve after receiving RTI, regardless of language status, 2) children identified as ELL will outperform native English speaking participants on measures of phonological awareness, 3) children identified as ELL will perform just as well on Nonsense Word Fluency as native English speaking children, 4) children identified as ELL will have lower fluency and comprehension scores than their native English speaking peers, and 5) different racial/ethnic backgrounds will outperform others on scores of fluency and comprehension. Results indicated significance with regard to RTI and improvement of reading fluency and comprehension scores. No relationship was able to be obtained between ELL identified students and their reading scores. Also, ethnic background did not have a significant relationship with reading scores. Findings illustrate that effectiveness of the RTI approach to improving reading fluency and comprehension among elementary school students, and the need to continue to such programs. |
