Title of presentation: ELL Readers in First Grade: Reading Success with Explicit Decoding and Encoding Instruction
Presenter: Jenna Teeselink
Advisor: Aimee Frier, PhD, NBCT
Abstract:
Phonics is the building block of the English language. Without phonics knowledge, there are often gaps in a student's language and decoding ability. This case study features a 1st-grade EL (English Learner) instructional intervention sequence that addressed reading skill needs via individualized, explicit instruction. The EL student featured in this case possessed some basic decoding skills while needing support with alphabetic knowledge. These missing skills pose challenges to reading success, and therefore, these skills (letter formation and identification) were targeted for intervention within a series of lessons. Changes from pre to post-test suggest that students can acquire reading skills via explicit decoding instruction.
Title of presentation: A Gliding Vowel
Presenter: Katelyn Hannen
Advisor: Aimee Frier, PhD, NBCT
Abstract:
This presentation focuses on the findings from a six-week case study examining the acquisition of phonics knowledge of second grade English Language Learners (ELLs). Based on initial assessment data, the instructional intervention prioritized development in knowledge of vowel diphthongs. Through an explicit instructional sequence in sound correspondence, blending, reading, and segmenting, initial results indicate growth in the targeted skill. Results suggest that ELL students may benefit from direct phonics instruction with improved word identification and fluency.
Title of presentation: Preparing for Success with ABCs and CVCs
Presenter: Leanna Herring
Advisor: Aimee Frier, PhD, NBCT
Abstract:
Explicit phonics instruction allows students to acquire the ability to decode, which ultimately leads to fluent reading. This case study features an intervention sequence created for a third-grade English Language Learner. Assessments were conducted to determine the student's reading skill level. Based on the data from the assessments given, the student demonstrated a skill deficit in both phonics and phonological awareness. Changes from the pre to post-test suggest that the English Language Learner made gains through explicit instruction in letter recognition, letter-sound correspondence, and decoding over the course of the current intervention.
Title of presentation: Developing Short Vowel Sounds and Letter Names as an English Language Learner
Presenter: Marleigh Elmore
Advisor: Aimee Frier, PhD, NBCT
Abstract:
Phonics instruction that is evidence-based and systematic establishes the foundation for reading success. When designing an intervention plan for a student struggling with these fundamental skills, it is crucial to examine his/her educational background, English proficiency, and preferred learning styles. This case study features a kindergarten English Language Learner (ELL), a literacy skills analysis, and an intervention sequence designed to address the student’s underdeveloped alphabetic phonics skills. Diagnostic assessment results reveal the ELL featured in this case study needed foundational alphabetic skills remediation, particularly letter names and sounds. A five-lesson sequence was administered; each lesson focused on one vowel. Analysis of the pre-test to post-test growth suggests that emerging ELL students may benefit from targeted phonics instruction that is consistent and intertwined with engaging, multisensory tasks.
Title of presentation: ABCs with ELLs
Presenter: Tatiana Brown
Advisor: Aimee Frier, PhD, NBCT
Abstract:
This case study features a kindergarten ELL (English Language Learner) receiving targeted instruction based on assessments given to the student. Based on the initial screenings, the student needed explicit instruction in consonant-letter sounds and letter recognition. Skill deficits in alphabetic knowledge can cause challenges for reading success, therefore instruction was needed in this area. After explicit instruction in alphabetic knowledge, the student showed growth from pretest to post-test. These results suggest that explicit instruction can improve ELLs knowledge of the alphabetic principle.
Title of presentation: Back to Basics: How Targeted Letter Instruction can Strengthen an ELL’s Language Development
Presenter: Zoe Honnen
Advisor: Aimee Frier, PhD, NBCT
Abstract:
This case study features targeted intervention lessons with a 1st-grade English Language Learner (ELL). Assessments were administered to gain an understanding of the student's skill level and to create an individualized instructional plan. These lessons were designed to give support for letter names and letter sound development of the English alphabet. From pre- to post-test, data indicates targeted instruction can facilitate ELL's acquisition of alphabetic knowledge