The Effectiveness of Reading Interventions for English Learners

Abstract

This article reviews published experimental studies from 2000 to 2012 that evaluated the effects of providing reading interventions to English learners who were at risk for experiencing academic difficulties, including students with learning disabilities. Criteria included: (a) the study was published in a peer-referred journal, (b) the study was an intervention for English learners at risk or with a learning disability in Grades K-12, (c) data were disaggregated by English learner status if all participants were not English learners, and (d) information about fidelity of implementation was reported. Twelve studies met these criteria. Results of seven studies conducted in kindergarten and first grade indicated significant moderate-to-large effect sizes (ES range, 0.58-0.91) for interventions targeting beginning reading skills. Findings in five of the 12 studies suggested significant moderate-to-large effects in reading or listening comprehension (ES range, 0.47-2.34). The interventions in these studies included explicit instruction, and 10 used published intervention programs. Moderator variables, such as group size, minutes of intervention, and type of personnel delivering the intervention, were not significant predictors of outcomes.by guest on April 6, 2016 ecx.sagepub.com Downloaded from

The Effectiveness of Phonological-Based Instruction in English As a Foreign Language Students at Primary School Level: A Research Synthesis

“…National reading panel reported that ELL students generally respond to phonological-based instruction as well as English-native-speaking students (August et al, 2009). A synthetic review was conducted on studies with ELL students who were struggling readers (Richards-Tutor et al, 2015). The findings showed that the interventions, which included phonologicalbased instruction as one of the instructional components, had moderate to large effects on word reading.…”

Does Supplemental Instruction Support the Transition From Spanish to English Reading Instruction for First-Grade English Learners at Risk of Reading Difficulties?

“…Although explicit small group instruction on the core components of reading supports the transition from Spanish to English for ELs at risk of reading difficulties, the reading achievement gap between ELs and non-ELs remains large (Lee, Grigg, & Donahue, 2007), and studies on effective reading interventions for ELs remain scarce (Richards-Tutor et al, 2015). For example, we still do not know the optimal amount of time to differentially support ELs reading.…”

Reading Instruction for English Learners With Learning Disabilities: What Do We Already Know, and What Do We Still Need to Learn?

“…Finally, Richards‐Tutor et al. () synthesized thirteen experimental treatment‐comparison group design studies [published in twelve publications; again, note that Vaughn, Cirino, et al. () reported on the results of two separate studies].…”

“…This paper summarizes the findings from each of four reviews of research addressing the effects of academic language and/or reading interventions on language and reading outcomes for ELs who have or are at risk for learning difficulties (August & Siegel, ; Klingner, Artiles, & Barletta, ; Richards‐Tutor, Baker, Gersten, Baker, & Smith, ; Rivera, Moughamian, Lesaux, & Francis, 2008). We propose this “synthesis of syntheses” based on a model that synthesized reviews of research on effective instruction for students with learning disabilities (Vaughn, Gersten, & Chard, ).…”