The purpose of this study was to evaluate the effectiveness of supplemental reading instruction on the reading performance of four (two boys, two girls) second graders who were English learners (ELs) and poor readers through the use of a multiple probe across-participants design. All students received instruction from a commercial reading program, Read Well (Sprick, Howard, & Fidanque, 1998—2000). The results indicated general improvement in word reading and oral reading fluency performance across participating students. A discussion examining case study data highlights the importance of individual differences on a variety of reading measures when considering the nature of reading instruction for ELs.
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