Using Flashcard Drill Methods and Self-Graphing Procedures to Improve the Reading Performance of English Language Learners

• Published in: Journal of applied school psychology Vol. 28; no. 4; pp. 367 - 388
• Main Authors: Albers, Craig A., Hoffman, Alicia
• Format: Journal Article
• Language: English
• Published: Taylor & Francis Group 01.10.2012; Routledge
• Subjects: Comprehension; Curriculum Based Assessment; Drills (Practice); Elementary School Students; English (Second Language); English language; English Language Learners; flashcard drill methods; Fluency; Grade 3; Instructional Materials; Intervention; Oral reading; Reading Achievement; Reading Comprehension; Reading Fluency; reading performance; School Psychologists; Second Language Learning; Sight Vocabulary; Spanish Speaking; Teaching Methods; Vocabulary; Warrants
• ISSN: 1537-7903; 1537-7911
• DOI: 10.1080/15377903.2012.731365

The increasing numbers of English language learners who are enrolled in schools across the nation, combined with the escalating academic demands placed on all students, warrant the evaluation of instructional strategies designed to improve English language learners' reading performance. In this study, the authors used a multiple baseline design across individuals to examine the effects of an intervention that combined (a) a vocabulary folding-in technique and (b) self-graphing procedures on the reading performance of 3 third-grade Spanish-speaking English language learners. Curriculum-based measurement oral reading fluency and reading comprehension probes were implemented to monitor the students' reading progress. Results indicated that the combined intervention improved the participants' reading performance as measured by vocabulary sight words, reading fluency, and reading comprehension tasks. Implications of this research, including how school psychologists can use interventions such as these to serve as interventionists, are discussed.