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Full Report  (450 KB) || Educator's Summary (390 KB)
This report is divided into two major sections. One focuses on studies of language of instruction (e.g., bilingual vs. English-only instruction) and one on reading approaches for ELLs other than bilingual education.
Inclusion criteria for the instructional language review
In order to be included in the review of language of instruction, studies had to meet the following inclusion criteria:
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The studies compared children taught reading in bilingual classes to those taught in English immersion classes.
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Either random assignment to conditions was used, or pretesting or other matching criteria established the degree of comparability of bilingual and immersion groups before the treatments began.
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The subjects were Spanish-dominant English language learners in elementary schools in the U.S.
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The dependent variables included quantitative measures of English reading performance, such as standardized tests and informal reading inventories. If treatment-specific measures were used, they were included only if there was evidence that all groups focused equally on the same outcomes.
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The treatment duration was at least one school year.
Inclusion criteria for the review on effective reading programs for ELLs
In order to be included in the effective reading programs section of this review, studies had to meet the following inclusion criteria:
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The studies involved K-12 students identified as ELLs or language-minority students in English speaking countries.
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Either random assignment to conditions was used, or pretesting or other matching criteria established the degree of comparability of the treatment and control groups.
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The subjects were Spanish-dominant ELLs in elementary schools in the U.S.
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The language of instruction was English in both experimental and control groups.
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The dependent measures included quantitative measures of English reading performance, such as standardized reading measures.
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A minimum treatment duration of 12 weeks was required.
Programs were rated according to the overall strength of the evidence supporting their effects on reading achievement. Effect size (ES) is the proportion of a standard deviation by which a treatment group exceeds a control group.
 Strong Evidence of Effectiveness: At least one large randomized or randomized quasi-experimental study and one additional large qualifying study, or multiple smaller studies, with a combined sample size of 500 and an overall weighted mean effect size of at least +0.20.
 Moderate Evidence of Effectiveness: Two large matched studies, or multiple smaller studies, with a collective sample size of 500 students, with a weighted mean effect size of at least +0.20.
 Limited Evidence of Effectiveness: At least one qualifying study with median ES=+0.10 or more.
No Impact: Studies show no significant differences.
No Qualifying Studies: No studies met inclusion standards. |
