Leinen, Amy2017-04-112017-04-112016-05https://hdl.handle.net/11299/185596University of Minnesota Ph.D. dissertation. May 2016. Major: Educational Psychology. Advisor: Kristen McMaster. 1 computer file (PDF); xi, 206 pages.This study examined the effects of a phonics-based intervention on the reading outcomes of non-Spanish-speaking English Learners (ELs). Thirty-Six K-3, primarily Karen- and Hmong-speaking ELs were randomly assigned to receive a modified version of Kindergarten Peer-Assisted Learning Strategies (K-PALS; Fuchs et al., 2001b) combined with Incremental Rehearsal (IR; Tucker, 1989; treatment), 30 min per day for 27-36 sessions in small groups or to continue with business as usual (control). A between-subjects pre-/post-test design using five Formative Assessment System for Teachers™ (FAST; Christ et al., 2014) earlyReading and CBMReading subtests was implemented. Multivariate and univariate analyses of variances (MANOVAs and ANOVAs) on the fluency and error rate of participants indicated treatment students outperformed control students at post-test in letter-sound identification (p = .006) with a large effect size (g = .88) and had significantly fewer errors (p = .002) with a moderately-strong effect size (g = .69). There were no significant differences between the treatment and control group in consonant-vowel-constant, nonsense and sight words or passage reading fluency or error rate. Effect sizes were small to moderate (g = -.28-.45). Results suggest that modified K-PALS with IR may be an effective intervention to improve the letter-sound identification skills of non-Spanish-speaking ELs, but further research is needed to verify this claim.enEnglish language learnerflashcardinterventionPeer learningphonemic awarenessreading instructionThesis or Dissertation