The Effectiveness of Reading Interventions for English Learners: A Research Synthesis
Exceptional Children
Richards-Tutor, C., Baker, D. L., et al. (2016).
Exceptional Children, 82(2), 144-169.
This systematic review investigates the effect of reading interventions with English language learners with or at-risk for academic difficulties/disabilities.
Not stated
2000-2012
Peer-reviewed randomized control trials
12
Results suggested that interventions focused on foundational skills (e.g., phonological awareness, phonics) were more effective in kindergarten and first grade students who are English Language Learners with or at risk for difficulties/disabilities, than interventions focused on other outcomes (e.g., vocabulary, comprehension). The authors reported explicit and systematic instruction was a common characteristic across all included studies.
When the authors analyzed group size as a moderating variable, they found no significant difference between individualized and small-group interventions in English Language Learners with or at risk for academic difficulties/disabilities. Similarly, results indicated that the length of intervention was not associated with the magnitude of effect.
