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ERIC Number: EJ1167499
Record Type: Journal
Publication Date: 2017
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1547-1888
Reading Interventions for Adolescent English Language Learners with Reading Difficulties: A Synthesis of the Evidence
Huddle, Sally; Hosp, John; Watt, Sarah
Multiple Voices for Ethnically Diverse Exceptional Learners, v17 n2 p3-18 Fall 2017
In this systematic review of the literature, reading interventions for adolescent English language learners (ELLs) were evaluated to determine the state of the existing research, identify promising practices, and to guide future research. Eight studies met the inclusion criteria and were assessed to determine if they met What Works Clearinghouse (WWC) design standards. Seven of the eight studies met design standards with or without reservation. Study findings suggest several areas critical for future research including investigating components of interventions that are most effective and describing participants in a way that will facilitate an understanding of how individual ELLs respond to the intervention. Classroom instruction implications include that it is not too late to intervene with adolescent ELLs and teachers must consider the unique needs of the individual ELLs they work with when selecting intervention.
Division for Culturally and Linguistically Diverse Learners, Council for Exceptional Children. 615 E 52nd Street Suite 347, University of Missouri-Kansas City, Kansas City, MO 64110. Tel: 816-235-2401; Fax: 816-235-2260; e-mail:; Web
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A