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Full Report  (896 KB) || Educator's Summary (202 KB)
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.
Among the 13 studies of interventions beginning in kindergarten or first
grade that met the inclusion standards, the evidence supported structured,
phonetic programs emphasizing language development, in both native language
and English instruction.
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.
It is important to note that the programs with the strongest evidence of
effectiveness in this review are all programs that have also been found to be
effective with students in general.Typically, programs originally designed for use with
English-proficient students are considerably adapted for use with ELLs, with
more emphasis on vocabulary and oral language.
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