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Evidence-based reading interventions for English language learners: A multilevel meta-analysis
Younghee Cho1, Dongil Kim1, Sora Jeong1
1Seoul National University, South Korea.
Heliyon
|September 30, 2021
Summary
Effective reading interventions for English Language Learners (ELLs) focus on basic skills, strategy integration, and small group instruction. These approaches are crucial for ELLs at risk of reading disabilities.
Area of Science:
- Education
- Linguistics
- Psychology
Background:
- Growing population of English Language Learners (ELLs) worldwide.
- ELLs face unique challenges in reading acquisition due to linguistic and cultural factors.
- Need for effective and efficient reading interventions for ELLs.
Purpose of the Study:
- To examine evidence-based reading interventions for ELLs.
- To identify components of effective and efficient reading interventions.
- To analyze the effectiveness of various reading intervention programs.
Main Methods:
- Literature review of studies published between January 2008 and March 2018.
- Multilevel meta-analysis of effect sizes.
- Examination of moderator variables (student, measurement, intervention, implementation).
Main Results:
- Medium effect sizes found for interventions targeting basic reading skills.
- Medium-size group interventions and strategy-embedded interventions showed significant importance.
- Intervention effectiveness is influenced by various student, measurement, and implementation factors.
Conclusions:
- Reading interventions for ELLs, particularly those at risk for disabilities, benefit from focusing on basic skills and strategy instruction.
- Tier 2 intervention approaches are recommended for ELLs experiencing reading difficulties.
- Further research should consider a comprehensive approach to ELL reading interventions.
