Impact of Additional Small Group Reading Intervention on English Language Learners


Author/Creator ORCID





Masters of Education

Citation of Original Publication


This work may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email
Attribution-NoDerivs 3.0 United States


Reading is foundational and fundamental. English Language Learners are learning the English Language along with grade level content. Providing additional target small group reading intervention for ELLs allows them added opportunities to gain core reading skills to increase their reading fluency and comprehension. This study analyzes the impact of additional targeted small group intervention on guided reading levels of first grade English Language Learners. The Fountas and Pinnell Benchmark Assessment System was used to measure benchmark and levels of students at the beginning and end of the sixteen-week period of additional small group intervention. The findings show that there was no statistically significant difference in students guided reading level growth over the sixteen-week period although growth was noted among student guided reading levels.