Skip to main content

Advertisement

SpringerLink
Log in

Reading intervention research with emergent bilingual students: a meta-analysis

  • Published:
Reading and Writing Aims and scope Submit manuscript

Abstract

Reading in English is an essential skill that emergent bilingual students in the United States (U.S.) must master to be successful in school and to fully take advantage of the affordances reading in English offers. The current meta-analysis examined the extent to which reading instruction improved English reading outcomes for preschool to grade 12 emergent bilingual students in the U.S. Across 38 experimental and quasi-experimental treatment–control group comparisons, teaching reading to these students had a positive impact on multiple aspects of their reading. When standardized and unstandardized reading assessments were aggregated, reading instruction produced small but statistically significant positive average weighted effects across all grades (0.17), for grades 4 to 8 (0.25) and for reading comprehension (0.20). Statistically significant outcomes were also obtained for standardized reading tests across all grades (0.24), preschool to grade 3 (0.17), grades 4 to 8 (0.30), grades 9 to 12 (0.26), word reading measures (0.22), vocabulary (0.17), and reading comprehension (0.21). Variability in effects were associated with type of reading treatments, duration of treatments, and student identified challenges with reading as well as study quality indicators. Recommendations for research and implications for practice are provided.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

References

  • Aaron, P., Joshi, M., Gooden, R., & Bentum, K. (2008). Diagnosis and treatment of reading disabilities based on component model of reading: An alternative to the discrepancy model of LD. Journal of Learning Disabilities, 41, 67–84. https://doi.org/10.1177/0022219407310838

    Article  Google Scholar 

  • Almaguer, I. (2005). Effects of dyad reading instruction on the reading achievement of Hispanic third-grade English language learners. Bilingual Research Journal, 29(3), 509–526. https://doi.org/10.1080/15235882.2005.10162849

    Article  Google Scholar 

  • August, D., & Shanahan, T. (2006). Introduction and methodology. In D. August & T. Shanahan (Eds.), Developing literacy in second-language learners: A report of the national literacy panel on language minority children and youth (pp. 1–42). Erlbaum.

    Google Scholar 

  • Begeny, J., Ross, S. G., Greene, D. J., Mitchell, R. C., & Whitehouse, M. H. (2012). Effects of the helping early literacy with practice strategies (HELPS) reading fluency program with latino english language learners: A preliminary evaluation. Journal of Behavioral Education, 21(2), 134–149. https://doi.org/10.1007/s10864-011-9144-7

    Article  Google Scholar 

  • Borenstein, M., Hedges, L. V., Higgins, J. P., & Rothstein, H. R. (2005). Comprehensive meta- analysis (Version 2.2.027) [Computer software]. Biostat: https://www.meta- analysis.com/.

  • *Burns, D. (2011). Examining the effect of an overt transition intervention on the reading development of at-risk English-language learners in first grade. [Unpublished doctoral dissertation]. University of Oregon.

  • Butvilofsky, S., Sparrow, W., Roberson, N. D., & Hopewell, S. (2017). A promising biliterate reading strategy. Literacy Research and Instruction, 56(4), 269–289. https://doi.org/10.1080/19388071.2017.1328005

    Article  Google Scholar 

  • Capps, R. (2005). The new demography of America’s schools. Urban Institute.

  • Carroll, J. (1989). The carroll model: A 25-year retrospective and prospective view. Educational Researcher, 18(1), 26–31. https://doi.org/10.3102/0013189X018001026

    Article  Google Scholar 

  • Chall, J., & Jacobs, V. (2003). The classic study on poor children’s fourth-grade slump. American Educator, 27(1), 23–44.

    Google Scholar 

  • Cheung, A., & Slavin, R. (2012). Effective reading programs for Spanish-dominant English language learners (ELLs) in the elementary grades: A synthesis of research. Review of Educational Research, 82(4), 351–395. https://doi.org/10.3102/0034654312465472

    Article  Google Scholar 

  • National clearinghouse for english language acquisition and language instruction educational programs. (2014). https://ncela.ed.gov/

  • National clearinghouse for english language acquisition and language instruction educational programs. (2015). Fast facts: English learners (Els) and NAEP. Retrieved from https://eric.ed.gov/?id=ED564260

  • Higgins, J. P. T., & Green, S. (Eds.). (2011). Cochrane handbook for systematic reviews of interventions (Version 5.1.0). Retrieved from http://handbook.cochrane.org

  • Cooper, H. (1998). Synthesizing research: A guide for literature reviews (3rd ed.). Sage

  • Crowe, K., Cuervo, S., Guiberson, M., & Washington, K. N. (2021). A systematic review of interventions for multilingual preschoolers with speech and language difficulties. Journal of Speech, Language, and Hearing Research, 64(11), 4413–4438. https://doi.org/10.1044/2021_JSLHR-21-00073

    Article  Google Scholar 

  • Dalton, B., Proctor, P., Uccelli, P., Mo, E., & Snow, C. E. (2011). Designing for diversity: The role of reading strategies and interactive vocabulary in a digital reading environment for fifth-grade monolingual English and bilingual students. Journal of Literacy Research, 43(1), 68–100. https://doi.org/10.1177/1086296X10397872

    Article  Google Scholar 

  • Denton, C. A., Anthony, J. L., Parker, R., & Hasbrouck, J. E. (2004). Effects of two tutoring programs on the English reading development of Spanish-English bilingual students. Elementary School Journal, 104, 289–305. https://doi.org/10.1086/499754

    Article  Google Scholar 

  • Durán, L., Hartzheim, D., Lund, M., Simonsmeier, V., & Kohlmeier, T. L. (2016). Bilingual and home language interventions with young dual language learners: A research synthesis. Language, Speech & Hearing Services in Schools, 47(4), 347–371. https://doi.org/10.1044/2016_LSHSS-15-0030

    Article  Google Scholar 

  • Dussling, T. M. (2016). The impact of a supplemental reading intervention on the literacy skills of English language learners and native English-speaking first grade children Unpublished doctoral dissertation). Syracuse University.

  • Farver, J. A. M., Lonigan, C. J., & Eppe, S. (2009). Effective early literacy skill development for young Spanish-speaking English language learners: An experimental study of two methods. Child Development, 80, 703–719. https://doi.org/10.1111/j.1467-8624.2009.01292

    Article  Google Scholar 

  • Fry, R., & Gonzales, F. (2008). One-in-five and growing fast: a profile of Hispanic public school students. Pew Research Center.

  • García, O. (2009). Emergent bilinguals and TESOL: What’s in a name? TESOL Quarterly, 43, 322–326. https://doi.org/10.1002/j.1545-7249.2009.tb00172.x

    Article  Google Scholar 

  • Genesee, F., & Lindholm-Leary, L. (2012). The education of English language learners. In K.R. Harris, S. Graham, & T. Urdan (Eds.), APA educational psychology handbook (pp. 499–526; Vol 3). American Psychological Association.

  • 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

    Article  Google Scholar 

  • Geva, S., & Massey-Garrison, A. (2013). A comparison of the language skills of ELLs and monolinguals who are poor decoders, poor comprehenders, or normal readers. Journal of Learning Disabilities, 46(5), 387–401. https://doi.org/10.1177/0022219412466651

    Article  Google Scholar 

  • Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6–10.

    Article  Google Scholar 

  • Graham, S. (2018). The writer(s)-within-community model of writing. Educational Psychologist, 53, 258–279.

    Article  Google Scholar 

  • *Guerrero, C. (2015). Examining the impact of supplemental direct instruction delivered by bilingual paraprofessionals to English language learners struggling to read in English. [Unpublished doctoral dissertation]. Texas A&M University.

  • Gunn, B., Biglan, A., Smolkowski, K., & Ary, D. (2000). The efficacy of supplemental instruction in decoding skills for hispanic and non-hispanic students in early elementary school. Journal of Special Education, 34, 90–103. https://doi.org/10.1177/002246690003400204

    Article  Google Scholar 

  • Hall, C., Roberts, G. J., Cho, E., McCulley, L. V., Carroll, M., & Vaughn, S. (2017). Reading instruction for English learners in the middle grades: A meta-analysis. Educational Psychology Review, 29(4), 763–794. https://doi.org/10.1007/s10648-016-9372-4

    Article  Google Scholar 

  • Hebert, M., Bohatry, J., Nelson, J., & Brown, J. (2016). The effects of text structure instruction on expository reading comprehension: A meta-analysis. Journal of Educational Psychology, 108, 609–629. https://doi.org/10.1037/edu0000082

    Article  Google Scholar 

  • Hempel S., Suttorp, M., Miles, J., & Shekelle, .P (2011). Empirical evidence of associations between trial quality and effect sizes. Methods research report. AHRQ Publication No. 11-EHC045-EF. Rockville, MD: Agency for Healthcare Research and Quality.

  • Kamil, M. (2008). Improving adolescent literacy : effective classroom and intervention practices. National center for education evaluation and regional assistance, institute of education sciences.

  • Kamps, D., Abbott, M., Greenwood, C., Arreaga-Mayer, C., Wills, H., Longstaff, J., Culpepper, M., & Walton, C. (2007). Use of evidence-based, small-group reading instruction for English language learners in elementary grades: Secondary-tier intervention. Learning Disability Quarterly, 30(3), 153–168. https://doi.org/10.2307/30035561

    Article  Google Scholar 

  • *Kemp, S. (2006). Teaching to read naturally: Examination of a fluency training program for third grade students. [Unpublished doctoral dissertation]. University of California Los Angeles.

  • Kim, Y. (2017). Why the simple view of reading is not simplistic: Unpacking component skills of reading using a direct and indirect model of reading (DIER). Scientific Studies of Reading, 21, 310–333. https://doi.org/10.1080/10888438.2017.1291643

    Article  Google Scholar 

  • Klingner, J., & Vaughn, S. (1996). Reciprocal teaching of reading comprehension strategies for students with learning disabilities who use English as a second language. The Elementary School Journal, 96(3), 275–293. https://doi.org/10.1086/461828

    Article  Google Scholar 

  • Krogstad, J., Stepler, R., & Lopez, M. (2015). English proficiency on the rise. Pew Research Center Report. https://www.pewresearch.org/hispanic/2015/05/12/english-proficiency-on-the-rise-among-latinos/

  • Lara-Alecio, R., Tong, F., Irby, B. J., Guerrero, C., Huerta, M., & Fan, Y. (2012). The effect of an instructional intervention on middle school English learners’ science and English reading achievement. Journal of Research in Science Teaching, 49(8), 987–1011. https://doi.org/10.1002/tea.21031

    Article  Google Scholar 

  • Lee, C., & Sprately, A. (2010). Reading in the disciplines: The challenges of adolescent literacy. Carnegie Corporation of New York.

    Google Scholar 

  • Lesaux, N., Kieffer, M., Faller, S., & Kelley, J. (2010). The effectiveness and ease of implementation of an academic vocabulary intervention for linguistically diverse students in urban middle schools. Reading Research Quarterly, 45, 196–228. https://doi.org/10.1598/RRQ.45.2.3

    Article  Google Scholar 

  • Lipsey, M., & Wilson, D. (2001). Practical meta-analysis. Sage.

    Google Scholar 

  • Lovett, M. W., De Palma, M., Frijters, J., Steinbach, K., Temple, M., Benson, N., & Lacerenza, L. (2008). Interventions for reading difficulties: A comparison of response to intervention by ELL and EFL struggling readers. Journal of Learning Disabilities, 41, 333–352. https://doi.org/10.1177/0022219408317859

    Article  Google Scholar 

  • 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

    Article  Google Scholar 

  • Macaruso, P., & Rodman, A. (2011). Benefits of computer-assisted instruction to support reading acquisition in English language learners. Bilingual Research Journal, 34(3), 301–315. https://doi.org/10.1080/15235882.2011.622829

    Article  Google Scholar 

  • McElvain, C. (2010). Transactional literature circles and the reading comprehension of English learners in the mainstream classroom. Journal of Research in Reading, 33(2), 178–205. https://doi.org/10.1111/j.1467-9817.2009.01403.x

    Article  Google Scholar 

  • McMaster, K., Kung, S. H., Han, I., & Cao, M. (2008). Peer-assisted learning strategies: A “Tier 1” approach to promoting English learners’ response to intervention. Exceptional Children, 74(2), 194–214. https://doi.org/10.1177/001440290807400204

    Article  Google Scholar 

  • *Miles, E. (2014). A program evaluation of words their way: Word study in action with second and third grade ELL students. [Unpublished doctoral dissertation]. Wingate University.

  • Morrow, L., & Young, J. (1997). A collaborative family literacy program: The effects on children’s motivation and literacy outcomes. Early Child Development and Care, 127, 13–25. https://doi.org/10.1037/0022-0663.89.4.736

    Article  Google Scholar 

  • *Mullen-O’Leary, C. (2015). English language learners’ reading comprehension: Advance organizers and comprehension monitoring. [Unpublished doctoral dissertation]. North Central University.

  • National Reading Panel. (2000). Report of the national reading panel. Rockville, MD: national institute of child health and human development.

  • Nelson, 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(2), 184–211. https://doi.org/10.1177/1086296X11403088

    Article  Google Scholar 

  • *Plasencia-Peinado, J. (1998). Examining the effect of three Spanish reading approaches on the reading achievement of first-grade limited English proficient (LEP) students at-risk for special education. [Unpublished doctoral dissertation]. University of Oregon.

  • Polat, N., Zarecky-Hodge, A., & Schreiber, J. B. (2016). Academic growth trajectories of ELLs in NAEP data: The case of fourth- and eighth-grade ELLs and non-ELLs on mathematics and reading tests. The Journal of Educational Research, 109(5), 541–553. https://doi.org/10.1080/00220671.2014.993461

    Article  Google Scholar 

  • Proctor, P., Silverman, R., Harring, J., Jones, R., & Hartranft, A. (2020). Teaching bilingual learners: Effects of a language based reading intervention on academic language and reading comprehension in grades 4 and 5. Reading Research Quarterly, 55(1), 95–122.

    Article  Google Scholar 

  • 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, 144–149. https://doi.org/10.1177/0014402915585483

    Article  Google Scholar 

  • Roberts, G., Dumas, D., McNeish, D., & Cote, B. (2021). Understanding the dynamics of dosage response: A nonlinear meta-analysis of recent reading interventions. Review of Educational Research, 92(2), 209–248. https://doi.org/10.3102/0034654321105

    Article  Google Scholar 

  • Roberts, G., Hall, C., Cho, E., Cote, B., Lee, J., Qi, B., & Ooyik, J. (2022). The state of current reading interventions research for English learners in grades K-2: A best evidence synthesis. Educational Psychology Review, 34, 335–361. https://doi.org/10.1007/s10648-021-09629-2

    Article  Google Scholar 

  • Roberts, T., Vadasy, P., & Sanders, E. (2019). Preschoolers’ alphabet learning: Cognitive, teaching sequence, and English proficiency influences. Reading Research Quarterly, 54(3), 413–437.

    Article  Google Scholar 

  • Rogoff, B. (2003). The cultural nature of human development. Oxford University Press.

    Google Scholar 

  • *Saenz, L. (2002). Peer-assisted learning strategies for limited English proficient students with learning disabilities. [Unpublished doctoral dissertation]. Vanderbilt University.

  • Silverman, J., & E., Keane, K., & Khanna, S. (2020). Beyond decoding: A meta-analysis of the effects of language comprehension interventions on K–5 students’ language and literacy outcomes. Reading Research Quarterly, 55(1), S207–S233.

    Google Scholar 

  • Slavin, R., & Cheung, A. (2005). A synthesis of research on language of reading: Instruction for English language learners. Review of Educational Research, 75(2), 247–284. https://doi.org/10.3102/00346543075002247

    Article  Google Scholar 

  • Slavin, R., Madden, N., & Karweit, N. (1989). Effective programs for students at risk: Conclusions for practice and policy. In R. Slavin, N. Karweit, & N. Madden (Eds.), Effective programs for students at risk (pp. 21–54). Allyn & Bacon.

    Google Scholar 

  • Solari, E. J., & Gerber, M. M. (2008). Early comprehension instruction for Spanish-speaking English language learners: Teaching text-level reading skills while maintaining effects on word-level skills. Learning Disabilities Research & Practice, 23, 155–168. https://doi.org/10.1111/j.1540-5826.2008.00273.x

    Article  Google Scholar 

  • Spies, T., Lara-Alecio, R., Tong, F., Irby, B. J., Garza, T., & Huerta, M. (2018). The effects of developing English language and literacy on Spanish reading comprehension. The Journal of Educational Research, 111(5), 517–529. https://doi.org/10.1080/00220671.2017.1306686

    Article  Google Scholar 

  • Swanson, E., Hairrell, A., Kent, S., Ciullo, S., Wanzek, J. A., & Vaughn, S. (2014). A synthesis and meta-analysis of reading interventions using social studies content for students with learning disabilities. Journal of Learning Disabilities, 47, 178–195. https://doi.org/10.1177/0022219412451131

    Article  Google Scholar 

  • Swanson, E., Vaughn, S., Capin, P., Stevens, E. A., Stewart, A. A., Scammacca, N., & Stillman-Spisak, S. (2022). Effects of distributed professional development featuring vocabulary and comprehension instruction. Journal of Research on Educational Psychology, 114(2), 257–272.

    Google Scholar 

  • *Swartz, P. (2016). Effects of a research-based intervention on reading achievement of middle school English learners. [Unpublished doctoral dissertation]. University of California Riverside.

  • Tong, F., Irby, B. J., Lara-Alecio, R., & Koch, J. (2014). Integrating literacy and science for English language learners: From learning-to-read to reading-to-learn. The Journal of Educational Research, 107(5), 410–426. https://doi.org/10.1080/00220671.2013.833072

    Article  Google Scholar 

  • Tong, F., Irby, B. J., Lara-Alecio, R., Yoon, M., & Mathes, P. G. (2010). Hispanic English learners’ responses to longitudinal English instructional intervention and the effect ofgender: A multilevel analysis. The Elementary School Journal, 110(4), 542–566. https://doi.org/10.1086/651195

    Article  Google Scholar 

  • Tong, F., Lara-Alecio, R., Irby, B., Mathes, P., & Kwok, O. (2008). 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

    Article  Google Scholar 

  • Tukey, J. W. (1977). Exploratory data analysis. Addison-Wesley.

    Google Scholar 

  • Vadasy, P., & Sanders, E. (2010). Efficacy of supplemental phonics-based instruction for low-skilled kindergartners in the context of language minority status and classroom phonics instruction. Journal of Educational Psychology, 102, 786–803. https://doi.org/10.1037/a0019639

    Article  Google Scholar 

  • Vaughn, M., & L. R., Wanzek, J., Roberts, G., Swanson, E., & Fall, A.M. (2017). Improving content knowledge and comprehension for English language learners: Findings from a randomized control trial. Journal of Educational Psychology, 109(1), 22–34. https://doi.org/10.1037/edu0000069

    Article  Google Scholar 

  • Vaughn, S., Martinez, L. R., Linan-Thompson, S., Reutebuch, C. K., Carlson, C. D., & Francis, D. J. (2009). Enhancing social studies vocabulary and comprehension for seventh-grade English language learners: Findings from two experimental studies. Journal of Research on Educational Effectiveness, 2(4), 297–324. https://doi.org/10.1080/19345740903167018

    Article  Google Scholar 

  • Vaughn, S., Martinez, L. R., Williams, K. J., Miciak, J., Fall, A.-M., & Roberts, G. (2019). Efficacy of a high school extensive reading intervention for English learners With reading difficulties. Journal of Educational Psychology, 111(3), 373–386. https://doi.org/10.1037/edu0000289

    Article  Google Scholar 

  • Vaughn, S., Mathes, P. G., Linan-Thompson, S., & Francis, D. J. (2005). Teaching English language learners at risk for reading disabilities to read: Putting research into practice. Learning Disabilities Research & Practice, 20(1), 58–67. https://doi.org/10.1111/j.1540-5826.2005.00121

    Article  Google Scholar 

  • *Villanueva, C. (2015). The effects of two reading interventions with small-groups of second grade English language learners on fluency and comprehension. [Unpublished doctoral dissertation]. Oklahoma State University.

  • *La Von-Bridges, C. (2006). Effects of readers’ theatre on English language learners: A strategy for oral language and reading improvement. [Unpublished doctoral dissertation]. University of Oregon.

  • Wanzek, J., & Roberts, G. (2012). Reading interventions with varying instructional emphases for fourth graders with reading difficulties. Learning Disability Quarterly, 35(2), 90–101. https://doi.org/10.1177/0731948711434047

    Article  Google Scholar 

  • 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

    Article  Google Scholar 

  • Williams, K., & Vaughn, S. (2020). Effects of an intensive reading intervention for ninth-grade English learners with learning disabilities. Learning Disability Quarterly, 43(3), 154–166. https://doi.org/10.1177/0731948719851745

    Article  Google Scholar 

  • Willingham, D. T. (2006). How knowledge helps. American Educator, 30, 30–37.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Arizona State University, Tempe, USA

    Steve Graham & Mariana Silva

  2. University of South Florida, Tempe, USA

    M. Adelaida Restrepo

Authors
  1. Steve Graham
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Mariana Silva
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. M. Adelaida Restrepo
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Steve Graham.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Graham, S., Silva, M. & Restrepo, M.A. Reading intervention research with emergent bilingual students: a meta-analysis. Read Writ 36, 2433–2464 (2023). https://doi.org/10.1007/s11145-022-10399-8

Download citation

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11145-022-10399-8

Keywords

Search

Navigation