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An Extensive Reading Intervention for Emergent Bilingual Students With Significant Reading Difficulties in Middle
Philip Capin1, Jeremy Miciak2, Bethany Hamilton1
1Meadows Center for Preventing Educational Risk, Department of Special Education, University of Texas at Austin.
Remedial and Special Education : RASE
|June 17, 2026
Summary
A reading intervention improved word reading for emergent bilingual students but not reading comprehension. Initial English proficiency influenced comprehension gains, highlighting the need for tailored support.
Area of Science:
- Education
- Linguistics
- Psychology
Background:
- Emergent bilingual students often face reading difficulties.
- Effective interventions are crucial for secondary-grade students.
- Previous research highlights the need for targeted reading support.
Purpose of the Study:
- To evaluate a reading intervention for emergent bilingual students in Grades 6-7.
- To assess the intervention's impact on word reading and reading comprehension.
- To explore factors influencing intervention effectiveness.
Main Methods:
- Multi-site randomized controlled trial.
- Comparison between a researcher-provided intervention and business-as-usual.
- Assessment of word reading and reading comprehension.
Main Results:
- Significant improvement in word reading favoring the intervention group after Year 1.
- No significant differences in reading comprehension between groups.
- Initial English vocabulary moderated reading comprehension gains.
Conclusions:
- The intervention shows promise for word reading but requires refinement for comprehension.
- Individualized approaches based on English proficiency are essential.
- Further research is needed to enhance interventions for emergent bilinguals.
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