Abstract

Objectives: This study examined the effectiveness of Sound Partners, an evidence-based early literacy intervention program, with culturally and linguistically diverse elementary students within an applied Response to Intervention (RTI) system.

Method: Participants (n = 11) with a range of English language proficiency (ELP) who spoke English, Hmong, Khmer, or Nepali as a first language were recruited based on indicators of high academic risk displayed during the participating school’s universal literacy screening process. Three replications of a randomized multiple baseline single case research study were conducted to assess the effectiveness of Sound Partners in three groups: those with lower ELP, middle ELP, and native English speakers. Progress monitoring of early literacy skills occurred weekly across baseline and intervention phases.

Results: Visual analysis results supported two intervention effects: PSF effects in the low ELP replication and LSF effects in the native English speaker replication. Supplemental statistical analyses were conducted to describe the magnitudes and variations of effect sizes.

Conclusion: Results suggest that key factors related to heterogeneity within the diverse population of ELL students, such as ELP levels, must be carefully considered when implementing RTI.

Supplemental data for this article is available online at https://doi.org/10.1080/15377903.2021.1953660.

摘要

目标：本研究检验了 Sound Partners 的有效性，这是一项基于证据的早期识字干预计划，在应用干预响应 (RTI) 系统中，具有不同文化和语言的小学生。

方法：根据参与学校的普遍识字筛查过程中显示的高学术风险指标，招募具有一定英语语言能力 (ELP) 且以英语、苗族、高棉语或尼泊尔语为第一语言的参与者 ( n = 11) . 对随机多基线单一案例研究的三个重复进行了评估，以评估 Sound Partners 在三组中的有效性：ELP 较低、ELP 中等和以英语为母语者。在基线和干预阶段，每周都会对早期识字技能进行进度监测。

结果：视觉分析结果支持两种干预效应：低 ELP 复制中的 PSF 效应和以英语为母语的人复制中的 LSF 效应。进行了补充统计分析以描述效应大小的大小和变化。

结论：结果表明，在实施 RTI 时，必须仔细考虑与不同 ELL 学生群体中的异质性相关的关键因素，例如 ELP 水平。

本文的补充数据可在 https://doi.org/10.1080/15377903.2021.1953660 在线获取。