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ERIC Number: ED537974
Record Type: Non-Journal
Publication Date: 2009-Feb-2
Pages: 5
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: N/A
Effective Reading Programs for English Language Learners and Other Language-Minority Students: Educator's Summary
Center for Data-Driven Reform in Education (NJ3)
What reading programs have been proven to help English language learners succeed in reading? To find out, this review summarizes evidence on achievement effects of reading programs for English language learners and other language minority students in the elementary grades. The research summarized in this article shows how much remains to be done on effective reading programs for ELLs and other language-minority students. Only a handful of studies met the minimal inclusion standards applied in this review, which principally required an experimental-control comparison of a reading program over at least 12 weeks, with evidence that the two groups were equivalent at pretest. Seven studies of reading in Grades 2-5 met the inclusion criteria. The evidence generally supported programs that make extensive use of cooperative learning, vocabulary instruction, and literature. [For full report, see EJ742512: "Effective Reading Programs for English Language Learners and Other Language-Minority Students."]
Center for Data-Driven Reform in Education. Johns Hopkins University, 200 West Towsontown Boulevard, Baltimore, MD 21204. Web site: http://www.cddre.org/
Publication Type: Reports - Evaluative
Education Level: Elementary Education; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Kindergarten
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: Center for Data-Driven Reform in Education (CDDRE)