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Full Report  (896 KB) || Educator's Summary (202 KB)
This article systematically reviews research on elementary reading
programs for English language learners and other language-minority
students. It focuses on studies that compared experimental and
control groups on quantitative reading measures. Among beginning
reading models, research supported structured, phonetic programs emphasizing language development in both native-language and
English instruction. Tutoring programs were also supported. For
upper-elementary reading, research supported a broad range of
programs, but particularly effective were programs using
cooperative learning, extensive vocabulary instruction, and
literature. |
