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

Journal article

Graham, Steve, Silva, Mariana and Restrepo, M. Adelaida. (2022). Reading intervention research with emergent bilingual students : A meta-analysis. Reading and Writing. 36, p. 2433–2464. https://doi.org/10.1007/s11145-022-10399-8
AuthorsGraham, Steve, Silva, Mariana and Restrepo, M. Adelaida
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.

Keywordsreading; instruction; emergent bilingual; ELL; meta-analysis; United States
Year2022
JournalReading and Writing
Journal citation36, p. 2433–2464
PublisherSpringer
ISSN1573-0905
Digital Object Identifier (DOI)https://doi.org/10.1007/s11145-022-10399-8
Scopus EID2-s2.0-85144409241
Web address (URL)https://link.springer.com/article/10.1007/s11145-022-10399-8
Research or scholarlyResearch
Page range2433–2464
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online20 Dec 2022
Publication process dates
Accepted05 Dec 2022
Deposited02 Aug 2023
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