Does a Computer-Based Intervention Program Increase Dynamic Indicator of Basic Early Literacy Skills (DIBELS) Scores for English Language Learners and English Proficient Students?

Abstract

Early grade reading intervention exists in several forms, from curriculum materials, hands-on resources, and computer-based programs. As more and more educators are hard-pressed to increase test scores, schools are looking for effective intervention programs as a supplement to teacher instruction. This research takes a closer look at a computer-based early literacy intervention, the Waterford Early Learning Program (WELP), to determine its effectiveness of increasing student scores on the Dynamic Indicator of Basic Early Literacy Skills (DIBELS) assessment. The effects on performance for English Language Learners (ELL), and Non-English Language Learners in kindergarten were examined. Two subtests of DIBELS, First Sound Fluency (FSF) and Letter Naming Fluency (LNF), were administered at the beginning of the school year and midpoint in the school year. Kindergarteners in the fall of 2018 received the WELP intervention. Kindergarteners in the fall of 2017 did not receive the WELP intervention and thus serve as the Comparison group. Independent t-test results indicated ELL students in the WELP group showed greater achievements in LNF scores compared to ELL students in the Comparison group. Additionally, non-ELL students in the WELP group showed greater improvements in FSF scores compared to non-ELL students in the Comparison group. ELL students in the WELP group had larger gains in LNF and FSF scores compared to non-ELL students in the WELP group. Although students in this study did not receive a full academic year of WELP intervention, results indicate, the WELP program did improve early literacy skills for ELL and non-ELL kindergarteners.