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Last
updated October 1, 2006
The Best Evidence Encyclopedia
What reading programs have been
proven to help English language learners succeed
in reading? To find out, this review summarizes
evidence on achievement effects of reading programs
for English language learners and other language
minority students in the elementary grades.
| For
program ratings |
click
here |
For
descriptions and contact information
for programs with evidence of effectiveness |
click
here |
| For
a description of review methods |
click
here |
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Summary of Evidence Supporting Beginning
Reading Programs for English Language Learners
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Moderate
Evidence of Effectiveness
Success for All: Bilingual and English
Small-group tutoring using Direct Instruction-English |
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Limited
Evidence of Effectiveness
Direct Instruction-English
Reading Recovery-Spanish
Libros-Spanish |
|
Summary of Evidence
Supporting Upper Elementary Reading Programs for
English Language Learners
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Moderate
Evidence of Effectiveness
Tutoring using Read Well-English |
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Limited
Evidence of Effectiveness
Bilingual Cooperative Integrated Reading
and Composition (BCIRC)-
Spanish-English transition
Success for All transition
Opportunities Through Language Arts
(OLA)-Saunders & Goldenberg
Vocabulary intervention-Carlo et al. |
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Success
for All: Comprehensive school reform
model for grades K-8. Emphasizes cooperative
learning, phonics, frequent assessment,
tutoring, parent involvement. Versions
available for English language development,
transitional bilingual education, and
two-way bilingual. www.successforall.org |
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Small group tutoring
using Direct Instruction: Tutoring for
struggling students, grades K-3, using
Direct Instruction materials (see below).
www.nifdi.org |
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Direct Instruction:
Structured, phonetic program in English
for grades K-6. www.nifdi.org |
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Reading Recovery:
One-to-one tutoring program for struggling
first graders, available in English
or Spanish. www.readingrecovery.org |
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Libros. Home and
school kindergarten reading intervention
in Spanish emphasizing books sent home
to be read to children by parents. Contact
Claude Goldenberg at cgolden@csulb.edu |
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Tutoring using Read
Well. One-to-one tutoring in English
for struggling students in grades 2-5
using a structured, phonetic program.
http://store.cambiumlearning.com/ProgramPage.aspx?parentId=019005451&functionID=
009000008&pID=Read%20Well&site=sw |
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Bilingual Cooperative
Integrated Reading and Composition (BCIRC).
Cooperative learning, oracy, reading,
and writing program designed to help
children in grades 2-5 transition from
Spanish to English instruction. Contact
Nancy Madden at nmadden@successforall.org |
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Success for All
transition. Adaptation of Success for
All (see above) to help children in
grades 2-5 transition from Spanish to
English instruction. www.successforall.org |
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Opportunities Through
Language Arts (OLA). Program emphasizing
literature study, writing, skill building
and independent reading to help children
in grades 2-5 transition from Spanish
to English instruction. Contact William
Saunders at Bill.Saunders@PearsonAchievement.com |
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Vocabulary intervention.
Vocabulary teaching program to help
Spanish-dominant children in grades
4-5 gain in English vocabulary. Contact
Maria Carlo at carlo@miami.edu |
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A search of published and unpublished
articles focused on those that met the following
criteria:
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The
studies involved elementary (K-6) children
identified as English language learners or
language-minority (e.g., Hispanic) students
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Schools
or classrooms using each program had to be compared
to randomly assigned or
well-matched control groups
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Study
duration had to be at least 12 weeks
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The language
of instruction was the same in experimental
and control classes
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Outcome
measures had to be reliable and valid assessments
of the reading skills being taught
in all classes
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The review
placed particular emphasis on studies in which
schools, teachers, or students were assigned
at random to experimental or control groups
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. Large
studies are those involving a total of at least
10 classes or 250 students. The categories are
as follows:
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Strong
Evidence of Effectiveness:
At least one large or two small randomized
studies with median ES= +0.20 or more. |
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Moderate
Evidence of Effectiveness:
At least two large or four small studies
(randomized and matched) with median
ES= +0.20 or more. |
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Limited
Evidence of Effectiveness:
At least one qualifying study with median
ES=+0.10 or more. |
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No
Impact: Studies show no significant
differences |
| N |
No
Qualifying Studies: No studies
met inclusion standards |
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