ERIC Number: EJ1211062
Record Type: Journal
Publication Date: 2019
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-2194
EISSN: N/A
Are Reading Interventions for English Language Learners Effective? A Meta-Analysis
Ludwig, Caralyn; Guo, Kan; Georgiou, George K.
Journal of Learning Disabilities, v52 n3 p220-231 May-Jun 2019
Despite concerted efforts to improve the reading skills of English language learners (ELLs), it remains unclear if the interventions they have been receiving produce any positive results. Thus, the purpose of this meta-analysis was to examine how effective reading interventions are in improving ELLs' reading skills and what factors may influence their effectiveness. Twenty-six studies with reported outcomes for pretest and posttest were selected, and four moderators (group size, intensity of intervention, students' risk status, and type of intervention) were coded. The results of random-effects analyses showed that the reading interventions had a large effect on ELLs' reading accuracy (d = 1.221) and reading fluency (d = 0.802) and a moderate effect on reading comprehension (d = 0.499). In addition, for real-word reading accuracy, intervention groups composed of more than five students were less effective than groups composed of two to five students, and longer intervention sessions were less effective than shorter ones. Overall, our findings suggest that reading interventions have positive effects on ELLs' reading skills, and they should not be delayed until these students have reached a certain level of oral English proficiency.
Descriptors: Intervention, English (Second Language), Second Language Learning, Second Language Instruction, Reading Instruction, Meta Analysis, Reading Skills, Instructional Effectiveness, Reading Fluency, Accuracy, Reading Comprehension, Oral Language, Language Proficiency, Elementary School Students
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A