Functionalized Reading Intervention

Abstract
This study will examine the importance of having a small group reading intervention focusing on repeated reading as a Tier II model intervention. This intervention will be for elementary students who are identified as ELL to improve their reading fluency. Participants will be 6 4th grade Spanish speaking- ELL students. The participants in this study were selected based on their reading level, which was below grade level. Since the study is focused on one group of students it will be put together using the ABAB research design method to analyze the students improvement in their reading fluency using repeated reading in their intervention. The study will be 3 months longs, but it will be divided into 4 phases that are each three weeks
Students get identified as soon as they start preschool, because the parents have to fill out a home language survey during registration. If the parent includes a different language other than English, ELL( English Language Learner) teachers have to consider screening the student as ELL( English Language Learner). As stated by the AEA 267, this step must be completed within the first 30 days of school or within two weeks for students who enroll after the first day of classes (AEA 267, 2015). For the 2013-2014 school year, the required placement screener will be the Tennessee English Language Placement Assessment (TELPA) (AEA 267,2015). However, when the teacher sees students TELPA scores, it will indicate that the student is not proficient in English and is in need of English language instructional services, an initial placement is made in the Language Instruction Educational Program (ELL program) (AEA 267,2015). After students have entered the ELL program, teachers collaborate to place students who are below grade level with ELL
Stated by Ruskey (2011), Samuels work from the 1970’s continues to have influence in the field of reading strategies that focus on practice and repetition (p.19). Samuel (1979) found four supporting findings for his work in repeated reading, first, the original findings had been replicated to a high degree of accuracy and speed develops in the practiced text; next, there is a transfer of fluency to other portions of the text, even the parts that were not specifically practiced; then, repeated reading is the most universally used remedial reading technique to help poor readers improve reading skill; Finally, repeated reading is now widely used widely to teach reading in foreign languages (p.381). An important finding in Samuel’s work demonstrated that as the student continued to use this method, the data revealed that the student speed with each new passage increased from the previous one (Ruskey, 2011, p.19). The author hypothesizes that 4th grade ELL students will improve their reading fluency score due to repeated reading in small group