Advertisement
The State of Current Reading Intervention Research for English Learners in Grades K–2: a Best-Evidence Synthesis
- Meta-Analysis
- Published: 10 July 2021
- Volume 34 , pages 335–361, ( 2022 )
Cite this article
- Garrett J. Roberts ORCID: orcid.org/0000-0003-1128-5577 1 ,
- Colby Hall ORCID: orcid.org/0000-0002-0779-1322 2 ,
- Eunsoo Cho ORCID: orcid.org/0000-0002-8828-484X 3 ,
- Brooke Coté 1 ,
- Jihyun Lee ORCID: orcid.org/0000-0002-0172-9106 4 ,
- Bingxin Qi ORCID: orcid.org/0000-0002-2732-641X 5 &
- Jacklyn Van Ooyik 1
2642 Accesses
10 Citations
9 Altmetric
Explore all metrics
A Correction to this article was published on 09 August 2021
This article has been updated
This best-evidence synthesis reviews the past 20 years of rigorous reading intervention research to identify effective programs of instruction for Grade K–3 English Learners (ELs), as well as to determine the average effect of reading instruction on reading outcomes for this population. We identified 10 studies, all of which only included students in Grades K, 1, and/or 2. These studies evaluated the effects of seven programs, reporting 76 effect sizes. We did not identify any studies that included Grade 3 ELs. To guide researchers and practitioners, we describe each program and discuss associated effect sizes in foundational skills, fluency, comprehension, and oral language. Proactive Reading , delivered in a small group setting, produced some of the largest effects on foundational skills, fluency, and reading comprehension outcomes. Sound Partners was also shown to be effective even when delivered for a shorter duration, in a one-to-one setting. Finally, for practitioners and researchers aiming to improve oral language outcomes, Early Vocabulary Connection , delivered to small groups of students for 20 weeks, had the largest effects on oral language outcome measures. The primary limitation of this review was the small number of studies meeting the best-evidence synthesis criteria. Future research is needed to better understand the impact of reading interventions on reading outcomes for ELs in Grades 2–3 and the impact of meaning-focused intervention on reading outcomes. In particular, additional research is needed to identify interventions that have the potential to meaningfully improve reading comprehension and oral language outcomes for K–3 ELs.
This is a preview of subscription content, log in via an institution to check access.
Access this article
Subscribe and save.
- Get 10 units per month
- Download Article/Chapter or eBook
- 1 Unit = 1 Article or 1 Chapter
- Cancel anytime
Price includes VAT (Russian Federation)
Instant access to the full article PDF.
Rent this article via DeepDyve
Institutional subscriptions
Similar content being viewed by others
The impact of tier 1 reading instruction on reading outcomes for students in grades 4–12: a meta-analysis, meta-analyses of the effects of tier 2 type reading interventions in grades k-3.
Reading Instruction for English Learners in the Middle Grades: a Meta-Analysis
Change history, 09 august 2021.
A Correction to this paper has been published: https://doi.org/10.1007/s10648-021-09632-7
Note that standard errors may be unreliable when degrees of freedom is less than 4 in random effects model with RVE
Adams, G., & Engelmann, S. (1996). Research on direct instruction: 25 years beyond DISTAR . Educational Achievement Systems.
Adlof, S., & Catts, H. (2015). Morphosyntax in poor comprehenders. Reading and Writing, 28 (7), 1051–1070. https://doi.org/10.1007/11145.2015.95623 .
Article Google Scholar
Adlof, S., Catts, H., & Lee, J. (2010). Kindergarten predictors of second versus eighth grade reading comprehension impairments. Journal of Learning Disabilities, 43 (4), 332–345. https://doi.org/10.1177/00222.2010.0369067 .
Al Otaiba, S., Connor, C. M., Foorman, B., Schatschneider, C., Greulich, L., & Sidler, J. F. (2009). Identifying and intervening with beginning readers who are at-risk for dyslexia: advances in individualized classroom instruction. Perspectives on Language and Literacy, 35 , 13–19.
Google Scholar
Babayiğit, S. (2014). The role of oral language skills in reading and listening comprehension of text: a comparison of monolingual (L1) and bilingual (L2) speakers of English language. Journal of Research in Reading, 37 (1), S22–S47. https://doi.org/10.1111/j.1467-9817.2012.01538.x .
Baker, S., Lesaux, N., Jayanthi, M., Dimino, J., Proctor, C. P., Morris, J., Gersten, R., Haymond, K., Kieffer, M. J., Linan-Thompson, S., & Newman-Gonchar, R. (2014). Teaching academic content and literacy to English learners in elementary and middle school (NCEE 2014-4012). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. Retrieved from the NCEE website: http://ies.ed.gov/ncee/wwc/publications_reviews.aspx .
*Baker, D., Burns, D., Kame’enui, E., Smolkowski, K., & Baker, S. (2016). Does supplemental instruction support the transition from Spanish to English reading instruction for first-grade English learners at risk of reading difficulties? Learning Disability Quarterly , 39 , 226-239. https://doi.org/10.1177/073.2016.715616757 , 4
Boscardin, C., Muthén, B., Francis, D., & Baker, E. (2008). Early identification of reading difficulties using heterogeneous developmental trajectories. Journal of Educational Psychology, 100 (1), 192–208. https://doi.org/10.1037/00220663.100.1.192 .
Capps, R. (2005). The new demography of America’s schools . Urban Institute.
Chall, J. S., & Jacobs, V. A. (1983). Writing and reading in the elementary grades: developmental trends among low SES children. Language Arts, 60 , 617–626.
Cheung, A., & Slavin, R. E. (2005). Effective reading programs for English language learners and other language-minority students. Bilingual Research Journal, 29 (2), 241–267. https://doi.org/10.1080/15235882.2005.10162835 .
Cheung, A., & Slavin, R. (2012). Effective reading programs for Spanish-dominant English language learners (ELLs) in the elementary grades. Review of Educational Research, 82 (4), 351–395. https://doi.org/10.3102/0034654312465472 .
Cho, E., Capin, P., Roberts, G., Roberts, G., & Vaughn, S. (2019). Examining sources and mechanisms of reading comprehension difficulties: comparing English learners and non-English learners within the simple view of reading. Journal of Educational Psychology, 111 (6), 982–1000. https://doi.org/10.1037/edu0000332 .
Daniel, S. S., Walsh, A. K., Goldston, D. B., Arnold, E. M., Reboussin, B. A., & Wood, F. B. (2006). Suicidality, school dropout, and reading problems among adolescents. Journal of Learning Disabilities, 39 (6), 507–514. https://doi.org/10.1177/00222194060390060301 .
Cosentino de Cohen, Deterding, C. N., & Clewell, B. C. (2005). Who’s left behind? Immigrant children in high and low LEP schools. Urban Institute (NJ3) .
*Ehri, L. C., Dreyer, L. G., Flugman, B., Gross, A. (2007). Reading rescue: an effective tutoring intervention model for language-minority students who are struggling readers in first grade. American Education Research Journal , 44 , 414-448. https://doi.org/10.3102/2F0002831207302175 , 2
Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2018). Learning disabilities: from identification to intervention . Guilford Publications.
*Foorman, B. R., Herrera, S., & Dombek, J. (2018). The relative impact of aligning tier 2 intervention materials with classroom core reading materials in grades K-2. The Elementary School Journal , 118 , 477-504. https://doi.org/10.1086/696021 , 3
Francis, D. J., Shaywitz, S. E., Stuebing, K. K., Shaywitz, B. A., & Fletcher, J. M. (1996). Developmental lag versus deficit models of reading disability: a longitudinal, individual growth curves analysis. Journal of Educational Psychology, 88 (1), 3–17. https://doi.org/10.1037/00220663.88.1.3 .
Fry, R., & Gonzales, F. (2008). One-in-five and growing fast: a profile of Hispanic public school students. Pew Research Center.
Fuchs, D., Fuchs, L. S., Al Otaiba, S., Thompson, A., Yen, L., McMaster, K. N., Svenson, E., & Yang, N. J. (2001). K-PALS: Helping kindergartners with reading readiness: teachers and researchers in partnerships. Teaching Exceptional Children, 33 (4), 76–80. https://doi.org/10.1177/2F004005990103300411 .
Gersten, R., Haymond, K., Newman-Gonchar, R., Dimino, J., & Jayanthi, M. (2020). Meta-analysis of the impact of reading interventions for students in the primary grades. Journal of Research on Educational Effectiveness, 13 (2), 401–427. https://doi.org/10.1080/19345747.2019.1689591 .
Gottardo, A., Mirza, A., Koh, P. W., Ferreira, A., & Javier, C. (2018). Unpacking listening comprehension: the role of vocabulary, morphological awareness, and syntactic knowledge in reading comprehension. Reading and Writing, 31 (8), 1741–1764. https://doi.org/10.1007/s11145-017-9736-2 .
Grant, A., Gottardo, A., & Geva, E. (2011). Reading in English as a first or second language: the case of grade 3 Spanish, Portuguese, and English speakers. Learning Disabilities Research & Practice, 26 (2), 67–83.
Greenberg, E., Dunleavy, E., & Kutner, M. (2007). Literacy behind bars: results from the 2003 national assessment of adult literacy prison survey. NCES 2007-473. National Center for Education Statistics.
Hall, C., Roberts, G. J., Cho, E., McCulley, L. M., Carroll, M., & Vaughn, S. (2017). Reading instruction for English language learners in the middle grades: a synthesis of the research. Educational Psychology Review, 29 (4), 763–794. https://doi.org/10.1007/s10648-016-9372-4 .
Hedges, L. V. (1981). Distribution theory for Glass’s estimator of effect size and related estimators. Journal of Educational Statistics, 6 (2), 107–128.
Hedges, L. V., Tipton, E., & Johnson, M. C. (2010). Robust variance estimation in meta-regression with dependent effect size estimates. Research Synthesis Methods, 1 (1), 39–65. https://doi.org/10.1002/jrsm.5 .
Hernandez, D. J. (2011). Double jeopardy: how third-grade reading skills and poverty influence high school graduation . Annie E. Casey Foundation. http://www.aecf.org/m/resourcedoc/AECF-Double-Jeopardy-2012-Full.pdf
Hernandez, D. J., Denton, N. A., & Macartney, S. E. (2008). Children in immigrant families: looking to America’s future. Society for Research in Child Development, 22 , 1–24. https://doi.org/10.1002/j.23793988.2008.tb00056.x .
Hussar, B., Zhang, J., Hein, S., Wang, K., Roberts, A., Cui, J., Smith, M., Bullock Mann, F., Barmer, A., & Dilig, R. (2020). The condition of education 2020 (NCES 2020-144). U.S. Department of Education . National Center for Education Statistics Retrieved March 1, 2020, from https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2020144 .
Hutchinson, J. M., Whiteley, H. E., Smith, C. D., & Connors, L. (2004). The early identification of dyslexia: children with English as an additional language. Dyslexia, 10 (3), 179–195. https://doi.org/10.1002/dys.275 .
Institute of Education Sciences. (2020). What Works Clearinghouse standards handbook version 4.1. Retrieved from https://ies.ed.gov/ncee/wwc/Docs/referenceresources/WWC-Standards-Handbook-v4-1-508.pdf
Irby, B. J., Lara-Alecio, R., Quiros, A. M., Mathes, P., & Rodriguez, L. (2004). English Language and Literacy Acquisition evaluation research program (Project ELLA): Second annual evaluation report. U.S. Department of Education, Institute for Educational Sciences.
Irby, B. J., Tong, F., Lara-Alecio, R., Mathes, P. G., Acosta, S., & Guerrero, C. (2010). Quality of instruction, language of instruction, and Spanish-speaking English language learners’ performance on a state reading achievement test. Texas Association for Bilingual Education, 12 , 1–42.
Kieffer, M. J., & Lesaux, N. K. (2012). Development of morphological awareness and vocabulary knowledge in Spanish-speaking language minority learners: a parallel process latent growth curve model. Applied PsychoLinguistics, 33 (1), 23–54. https://doi.org/10.1017/S0142716411000099 .
Lakeshore Learning Materials. (1997). Question of the day. Author.
Leafstedt, J. M., Richards, C. R., & Gerber, M. M. (2004). Effectiveness of explicit phonological-awareness instruction for at-risk English learners. Learning Disabilities Research & Practice, 19 (4), 252–261. https://doi.org/10.1111/j.1540-5826.2004.00110.x .
Lemons, C. J., Fuchs, D., Gilbert, J. K., & Fuchs, L. S. (2014). Evidence-based practices in a changing world: reconsidering the counterfactual in education research. Educational Researcher, 43 (5), 242–252. https://doi.org/10.3102/2F0013189X14539189 .
Lesaux, N. K., Rupp, A. A., & Siegel, L. S. (2007). Growth in reading skills of children from diverse linguistic backgrounds: findings from a 5-year longitudinal study. Journal of Educational Psychology, 99 (4), 821–834.
Liberatti, A., Altman, D. G., Tetzlaff, J., Mulrow, C., Gotzsche, P. C., Ioannidis, J., Clarke, M., Devereaux, P. J., Kleijnen, J., & Moher, D. (2009). The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate health care interventions: explanation and elaboration. PLoS Medicine, 6 (10), 1–28. https://doi.org/10.1016/j.jclinepi.2009.06.006 .
Lipka, O., & Siegel, L. S. (2012). The development of reading comprehension skills in children learning English as a second language. Reading and Writing, 25 (8), 1873–1898. https://doi.org/10.1007/s11145-011-9309-8 .
Lovett, M. W., Frijters, J. C., Wolf, M., Steinbach, K. A., Sevcik, R. A., & Morris, R. D. (2017). Early intervention for children at risk for reading disabilities: the impact of grade at intervention and individual differences on intervention outcomes. Journal of Educational Psychology, 109 (7), 889–914. https://doi.org/10.1037/edu0000181 .
Ludwig, C., Guo, K., & Georgiou, G. K. (2019). Are reading interventions for English language learners effective? A meta-analysis. Journal of Learning Disabilities, 52 (3), 220–231. https://doi.org/10.1177/0022219419825855 .
Mathes, P. G., & Torgesen, J. K. (2005 ). Early interventions in reading , level 1 . SRA/McGraw-Hill.
*McMaster, K. L., Kung, H., Han, I., & Cao, M. (2008). Peer-assisted learning strategies: a “tier 1” approach to promoting English learners’ response to intervention. Exceptional Children , 74 , 194-214. https://doi.org/10.1177/001440290807400204 , 2
McNamara, J. K., Scissons, M., & Gutknecth, N. (2011). A longitudinal study of kindergarten children at risk for reading disabilities: the poor really are getting poorer. Journal of Learning Disabilities, 44 (5), 421–430. https://doi.org/10.1177/0022219411410040 .
Montgomery, J. (2007). Bridge of vocabulary. Pearson.
National Reading Panel. (2000). Report of National Reading Panel: teaching children to read . National Institute of Child Health and Human Development.
Nelson, J. R., & Vadasy, P. F. (2007). Early vocabulary connections: first words to know and decode. Sopris West.
*Nelson, J. R., Vadasy, P. F., & Sanders, E. A. (2011). Efficacy of a tier 2 supplemental root word vocabulary and decoding intervention with kindergarten Spanish-speaking English learners. Journal of Literacy Research , 43 , 184-211. https://doi.org/10.1177/1086296X11403088 , 2
O’Connor, R. E., Bocian, K. M., Beach, K. D., Sanchez, V., & Flynn, L. J. (2013). Special education in a 4-year Response to Intervention (RtI) environment: characteristics of students with learning disability and grade of identification. Learning Disabilities Research & Practice, 28 (3), 98–112. https://doi.org/10.1111/ldrp.12013 .
Phillips, B. (2014). Promotion of syntactical development and oral comprehension: development and initial evaluation of a small-group intervention. Child Language Teaching and Therapy, 30 (1), 63–77. https://doi.org/10.1177/0265659013487742 .
Proctor, C. P., Carlo, M., August, D., & Snow, C. (2005). Native Spanish-speaking children reading in English: toward a model of comprehension. Journal of Educational Psychology, 97 (2), 246–256. https://doi.org/10.1037/0022-0663.97.2.246 .
R Core Team (2020). R: A language and environment for statistical computing. R Foundation for Statistical Computing, Vienna, Austria. URL https://www.R-project.org/
Richards-Tutor, C., Baker, D. L., Gersten, R., Baker, S. K., & Smith, J. M. (2016). The effectiveness of reading interventions for English learners: a research synthesis. Exceptional Children, 82 , 144–169. https://doi.org/10.1177/0014402915585483 .
Risher, Tipton and Zhipeng (2017). robumeta: robust variance meta regression. R package version 2.0. https://CRAN.R-project.org/package=robumeta
Samson, J. F., & Lesaux, N. K. (2009). Language-minority learners in special education: rates and predictors of identification for services. Journal of Learning Disabilities, 42 (2), 148–162. https://doi.org/10.1177/0022219408326221 .
Scammacca, N. K., Roberts, G., Vaughn, S., & Stuebing, K. K. (2015). A meta-analysis of interventions for struggling readers in grades 4–12: 1980–2011. Journal of Learning Disabilities, 48 (4), 369–390. https://doi.org/10.1177/0022219413504995 .
Scammacca, N. K., Roberts, G. J., Cho, E., Williams, K. J., Roberts, G., Vaughn, S. R., & Carroll, M. (2016). A century of progress: reading interventions for students in grades 4–12, 1914–2014. Review of Educational Research, 86 (3), 756–800. https://doi.org/10.3102/0034654316652942 .
Slavin, R. E. (1986). Best-evidence synthesis: an alternative to meta- analytic and traditional reviews. Educational Researcher, 19 , 141–162 jstor.org/stable/42900104 .
Slavin, R. E., & Lake, C. (2008). Effective programs in elementary mathematics: a best-evidence synthesis. Review of Educational Research, 78 (3), 427–515. https://doi.org/10.3102/0034654308317473 .
Slavin, R. E., & Smith, D. (2009). The relationship between sample sizes and effect sizes in systematic review in education. Educational Evaluation and Policy Analysis, 31 (4), 500–506. https://doi.org/10.3102/2F0162373709352369 .
Slavin, R. E., Cheung, A., Groff, C., & Lake, C. (2008). Effective reading programs for middle and high schools: a best-evidence synthesis. Reading Research Quarterly, 43 (3), 290–322. https://doi.org/10.1598/RRQ.43.3.4 .
Slavin, R. E., Madden, N. A., Chambers, B., & Haxby, B. (2009). 2 million children: Success for All (2nd ed.). Corwin Press.
Sullivan, A. L. (2011). Disproportionality in special education identification and placement of English language learners. Exceptional Children, 77 (3), 317–334. https://doi.org/10.1177/2F001440291107700304 .
Tipton, E. (2015). Small sample adjustments for robust variance estimation with meta-regression. Psychological Methods, 20 (3), 375–393. https://doi.org/10.1037/met0000011 .
Tong, F., Irby, B. J., Lara-Alecio, R., & Mathes, P. G. (2008a). English and Spanish acquisition by Hispanic second graders in developmental bilingual programs: a 3-year longitudinal randomized study. Hispanic Journal of Behavioral Sciences, 30 (4), 500–529. https://doi.org/10.1177/0739986308324980 .
Tong, F., Lara-Alecio, R., Irby, B., Mathes, P., & Kwok, O. (2008b). Accelerating early academic oral English development in transitional bilingual and structured English immersion programs. American Educational Research Journal, 45 (4), 1011–1044. https://doi.org/10.3102/2F0002831208320790 .
Tong, X., Deacon, S. H., & Cain, K. (2014). Morphological and syntactic awareness in poor comprehenders: another piece of the puzzle. Journal of Learning Disabilities, 47 (1), 22–33. https://doi.org/10.1177/2F0022219413509971 .
Torgesen, J. K. (2002). The prevention of reading difficulties. Journal of School Psychology, 40 (1), 7–26. https://doi.org/10.1016/S0022-4405(01)00092-9 .
*Vadasy, P. F. & Sanders, E. A. (2010). Efficacy of supplemental phonics-based instruction for low-skilled kindergarteners in the context of language minority status and classroom phonics instruction. Journal of Educational Psychology , 102 , 786-803. https://doi.org/10.1037/a0019639 , 4
*Vadasy, P. F. & Sanders, E. A. (2011). Efficacy of supplemental phonics-based instruction for low-skilled first graders: how language minority status and pretest characteristics moderate treatment response. Scientific Studies of Reading , 15 , 471-497. https://doi.org/10.1080/10888438.2010.501091 , 6
Vadasy, P., & Sanders, E. (2012). Two-year follow-up of a kindergarten phonics intervention for English learners and native English speakers: contextualizing treatment impacts by classroom literacy instruction. Journal of Educational Psychology, 104 (4), 987–1005. https://doi.org/10.1037/a0028163 .
Vadasy, P., Sanders, E., & Peyton, J. (2006). Code-oriented instruction for kindergarten students at risk for reading difficulties: a randomized field trial with paraeducator implementers. Journal of Educational Psychology, 98 (3), 508–528. https://doi.org/10.1037/0022-0663.98.3.508 .
Vadasy, P., Sanders, E., & Abbott, R. (2008). Effects of supplemental early reading intervention at 2-year follow up: reading skill growth patterns and predictors. Scientific Studies of Reading, 12 (1), 51–89. https://doi.org/10.1080/10888430701746906 .
*Vaughn, S., Cirino, P. T., Linan-Thompson, S., Mathes, P. G., Carlson, C. D., Cardenas-Hagen, E., Pollard-Durodola, S. D., Fletcher, J. M., & Francis, D. J. (2006a). Effectiveness of a Spanish intervention and an English intervention for English-language learners at risk for reading problems. American Educational Research Journal , 43 , 449-487. https://doi.org/10.3102/2F00028312043003449 , 3
*Vaughn, S., Mathes, P., Linan-Thompson, S., Cirino, P., Carlson, C., Pollard-Durodola, S., Cardenas-Hagen, E., & Francis, D. (2006b). Effectiveness of an English intervention for first-grade English language learners at risk for reading problems. The Elementary School Journal , 107 , 153-180. https://doi.org/10.1086/510653 , 2
Vaughn, S., Elbaum, B. E., Wanzek, J., Scammacca, N., & Walker, M. A. (2014). Code sheet and guide for education-related intervention study syntheses . The Meadows Center for Preventing Educational Risk.
Ventriglia, L., & González, L. (2000). Santillana Intensive English. Santillana USA.
Viechtbauer, W. (2010). Conducting meta-analyses in R with the metafor package. Journal of Statistical Software, 36 (3), 1–48 http://www.jstatsoft.org/v36/i03/ .
Wanzek, J., Vaughn, S., Scammacca, N., Gatlin, B., Walker, M. A., & Capin, P. (2016). Meta-analyses of the effects of tier 2 type reading interventions in grades K-3. Educational Psychology Review, 28 (3), 551–576.
Wanzek, J., Stevens, E. A., Williams, K. J., Scammacca, N., Vaughn, S., & Sargent, K. (2018). Current evidence on the effects of intensive early reading interventions. Journal of Learning Disabilities, 51 (6), 612–624. https://doi.org/10.1177/2F0022219418775110 .
Download references
Author information
Authors and affiliations.
Department of Teaching and Learning Sciences, Morgridge College of Education, The University of Denver, 1999 E. Evans Ave, Denver, CO, 80210, USA
Garrett J. Roberts, Brooke Coté & Jacklyn Van Ooyik
School of Education and Human Development, The University of Virginia, 417 Emmet Street South, P.O. Box 400273, Charlottesville, VA, 22904, USA
Department of Counseling, Educational Psychology, and Special Education, College of Education, Michigan State University, 620 Farm Lane, East Lansing, MI, 48824, USA
Department of Educational Psychology, The University of Texas at Austin, 1912 Speedway STE 504, Austin, TX, 78712, USA
Department of Research Methods and Information Science, Morgridge College of Education, The University of Denver, 1999 E. Evans Ave, Denver, CO, 80210, USA
You can also search for this author in PubMed Google Scholar
Corresponding author
Correspondence to Garrett J. Roberts .
Additional information
Publisher’s note.
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Supplementary Information
(PDF 164 kb)
Rights and permissions
Reprints and permissions
About this article
Roberts, G.J., Hall, C., Cho, E. et al. The State of Current Reading Intervention Research for English Learners in Grades K–2: a Best-Evidence Synthesis. Educ Psychol Rev 34 , 335–361 (2022). https://doi.org/10.1007/s10648-021-09629-2
Download citation
Accepted : 01 July 2021
Published : 10 July 2021
Issue Date : March 2022
DOI : https://doi.org/10.1007/s10648-021-09629-2
Share this article
Anyone you share the following link with will be able to read this content:
Sorry, a shareable link is not currently available for this article.
Provided by the Springer Nature SharedIt content-sharing initiative
- Intervention
- Elementary school
- English language learner
- Best-evidence
- Find a journal
- Publish with us
- Track your research
IMAGES
VIDEO
COMMENTS
Gardner-Webb University, Literacy/Reading Intervention/Early Elementary School This case study examined the impact of small class size using small group instruction with ability grouping for early literacy intervention.
The research available on reading interventions related to upper elementary students with reading difficulties demonstrates positive effects for interventions providing instruction in comprehension or word recognition (Wanzek et al., 2010).
This publication provides research-based guidance for intensifying instruction in reading and mathematics for students with significant learning difficulties, including students with disabilities, in kindergarten through grade 12.
This best-evidence synthesis reviews the past 20 years of rigorous reading intervention research to identify effective programs of instruction for Grade K–3 English Learners (ELs), as well as to determine the average effect of reading instruction on reading outcomes for this population.
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...
Implications for Policy, Practice, and Future Research. At the most basic level, findings from this meta-analysis support the provision of reading interventions that include instruction in foundational skills to students with or at risk for dyslexia in Grades K-5.