Abstract This study investigated the effectiveness of a supplemental reading program that emphasizes phoneme awareness and phonics with small groups composed of both at-risk native English-speakers and at-risk English language learners (ELLs) whose first language is not Spanish. A multiple-baseline-across-participants design was utilized to investigate the effects of the intervention. Findings indicate that individual students placed in small reading groups comprised of ELLs and native English-speakers benefited from the code-oriented intervention, reinforcing the use of evidence-based instruction and more inclusive grouping practices for instruction. When disaggregated by language status, both ELLs and native English-speakers benefited from the supplemental reading instruction. Educational implications and areas for future research are discussed.

中文翻译：

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早期阅读干预对英语学习者和说英语的孩子的影响

摘要这项研究调查了补充阅读计划的有效性，该计划强调由少数母语为母语的英语使用者和母语不是西班牙语的危险英语学习者（ELL）组成的小组，强调音素意识和语音。采用多基线跨参与者设计来研究干预措施的效果。调查结果表明，以英语为母语的母语学习者组成的阅读小组，每个学生都受益于基于代码的干预，从而加强了基于证据的教学的使用以及更具包容性的分组教学实践。按语言状态分类时，ELL和以英语为母语的人都会从补充阅读说明中受益。讨论了教育意义和未来研究领域。