Are Reading Interventions for English Language Learners Effective? A Meta-Analysis

Area of Science:

• Education
• Applied Linguistics
• Psychology

Background:

• English language learners (ELLs) often struggle with reading development.
• Existing reading interventions for ELLs lack clear evidence of effectiveness.
• Identifying factors influencing intervention success is crucial for improving outcomes.

Purpose of the Study:

• To conduct a meta-analysis evaluating the effectiveness of reading interventions for ELLs.
• To identify specific factors (moderators) that impact the success of these interventions.

Main Methods:

• A meta-analysis was performed on 26 studies reporting pretest and posttest reading outcomes.
• Key moderators analyzed included group size, intervention intensity, student risk status, and intervention type.

Main Results:

• Reading interventions demonstrated large effects on reading accuracy (d = 1.221) and fluency (d = 0.802).
• Moderate effects were observed for reading comprehension (d = 0.499).
• Smaller intervention groups (2-5 students) and shorter sessions were more effective for reading accuracy.

Conclusions:

• Reading interventions yield positive and significant gains in ELLs' reading skills.
• Interventions should be provided early, without waiting for advanced oral English proficiency.
• Optimizing group size and session duration can enhance intervention effectiveness for reading accuracy.