PO013: Multitiered Interventions Across Critical Reading Components for English Language Learners

Wednesday, February 19, 2014 1:00 PM–2:30 PM


The purpose of this presentation is to provide a review of multi-tiered evidence-based reading interventions that address the five big ideas of reading for English Language Learners. Phoneme awareness, oral reading fluency, and reading comprehension large group, small group, and one to one interventions will be described and implications for school psychologists working with classroom teachers to help ELLs access the reading curriculum will be provided.


Laurice M. Joseph, Ohio State University, Columbus, OH; Sophia Whitehouse, The Ohio State University, Columbus, OH