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Journal of Learning Disabilities
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Interventions for Reading Difficulties

A Comparison of Response to Intervention by ELL and EFL Struggling Readers

Maureen W. Lovett

The Hospital for Sick Children and University of Toronto, Ontario, Canada

Maria De Palma

The Hospital for Sick Children, Toronto, Ontario, Canada

Jan Frijters

Brock University, St. Catharines, Ontario, Canada

Karen Steinbach

The Hospital for Sick Children, Toronto, Ontario, Canada

Meredith Temple

The Hospital for Sick Children, Toronto, Ontario, Canada

Nancy Benson

The Hospital for Sick Children, Toronto, Ontario, Canada

Léa Lacerenza

Toronto Catholic District School Board, Ontario, Canada

This article explores whether struggling readers from different primary language backgrounds differ in response to phonologically based remediation. Following random assignment to one of three reading interventions or to a special education reading control program, reading and reading-related outcomes of 166 struggling readers were assessed before, during, and following 105 intervention hours. Struggling readers met criteria for reading disability, were below average in oral language and verbal skills, and varied in English as a first language (EFL) versus English-language learner (ELL) status. The research-based interventions proved superior to the special education control on both reading outcomes and rate of growth. No differences were revealed for children of EFL or ELL status in intervention outcomes or growth during intervention. Oral language abilities at entry were highly predictive of final outcomes and of reading growth during intervention, with greater language impairment being associated with greater growth.

Key Words: reading disabilities • English as a second language • reading remediation • language impairment • word identification skills

Journal of Learning Disabilities, Vol. 41, No. 4, 333-352 (2008)
DOI: 10.1177/0022219408317859
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