The Effects of PLUSS: Adapting an Evidence‐Based Reading Intervention for Multilingual Learners

ABSTRACT

The effects of an evidence‐based literacy intervention with and without added supports to address the unique needs of multilingual learners (MLs) were assessed through an ABAB single‐case withdrawal design. The dual dependent variables were reading fluency/accuracy and performance on the workbook that included spelling, vocabulary, and reading comprehension tasks. Three students (one each in second, third, and fourth grades) who qualified for English language development services and exhibited low reading performance (second and third graders) or were identified with a reading disability (fourth grader) participated. From the initial baseline phase (A1) to the final intervention phase (B2), adding supports specific to the unique language needs of these MLs was associated with increases in reading fluency, decoding accuracy, and workbook performance (measure of reading comprehension, vocabulary knowledge, and decoding/spelling). From phase A1 to B2 an average increase in reading fluency of approximately 50 correct words per minute (CWPM; range = 40−57 CWPM) with an average increase in decoding accuracy of three percentage points (range = 2−4 percentage points) and an average increase in workbook performance of approximately 10 percentage points (range = 1−25) was observed. Conceptual implications and suggestions for improving school psychologists' practice in the special education evaluation and academic support planning processes for MLs are discussed.