The Effectiveness of Reading Interventions for English Learners: A Research Synthesis

Autor/inn/en	Richards-Tutor, Catherine; Baker, Doris L.; Gersten, Russell; Baker, Scott K.; Smith, Jeanie Mercier
Titel	The Effectiveness of Reading Interventions for English Learners: A Research Synthesis
Quelle	In: Exceptional Children, 82 (2016) 2, S.144-169 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/0014402915585483
Schlagwörter	Intervention; Reading Instruction; Literature Reviews; Electronic Libraries; English Language Learners; Learning Disabilities; Fidelity; Kindergarten; Grade 1; Reading Skills; Reading Comprehension; Listening Comprehension; Effect Size; Online Searching; Emergent Literacy; Elementary School Students; Reading Fluency; Reading Tests; Verbal Ability; Intelligence Tests; Vocabulary; Predictor Variables; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Gates MacGinitie Reading Tests; Peabody Picture Vocabulary Test; Woodcock Johnson Tests of Achievement; Woodcock Language Proficiency Battery; Woodcock Reading Mastery Test + Suchen Sie Ihr Suchwort? Leseunterricht; Digitale Bibliothek; Elektronische Bibliothek; Learning handicap; Lernbehinderung; School year 01; 1. Schuljahr; Schuljahr 01; Reading skill; Lesefertigkeit; Leseverstehen; Hörverständnis; Online-Recherche; Frühleseunterricht; Lesetest; Mündliche Leistung; Intelligence test; Intelligenztest; Wortschatz; Prädiktor
Abstract	This article reviews published experimental studies from 2000 to 2012 that evaluated the effects of providing reading interventions to English learners who were at risk for experiencing academic difficulties, including students with learning disabilities. Criteria included: (a) the study was published in a peer-referred journal, (b) the study was an intervention for English learners at risk or with a learning disability in Grades K-12, (c) data were disaggregated by English learner status if all participants were not English learners, and (d) information about fidelity of implementation was reported. Twelve studies met these criteria. Results of seven studies conducted in kindergarten and first grade indicated significant moderate-to-large effect sizes (ES range, 0.58-0.91) for interventions targeting beginning reading skills. Findings in five of the 12 studies suggested significant moderate-to-large effects in reading or listening comprehension (ES range, 0.47-2.34). The interventions in these studies included explicit instruction, and 10 used published intervention programs. Moderator variables, such as group size, minutes of intervention, and type of personnel delivering the intervention, were not significant predictors of outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01