Meeting the Need: A Look into Academic Supports to Maximize Reading Development of ELL Identifying Students
Brandon Washington &Dr. Kimberly Reinhardt
Abstract
This study examined the reading development of emergent bilingual students given varying combinations of academic support services. Participants were divided into three study groups: Group A consisting of students only receiving small group instruction; Group B consisting of students receiving small group instruction and after school tutoring; and Group C consisting of students receiving small group instruction, after school tutoring, and ESL pull-out services. The reading level of participants was measured using a Fountas and Pinnell benchmark assessment, and participant’s progression in their reading examination scores was observed through analysis of their MAP reading test scores. Results from this study showed that a larger amount of academic support services can be more beneficial for student achievement on reading examinations; however, providing students with solely small group instruction may be more effective for improving students' reading ability.