EFFECTIVE READING PROGRAMS FOR ENGLISH
LANGUAGE LEARNERS A Best-Evidence Synthesis
Center for Research on the Education of Students Placed at Risk
Robert E. Slavin and Alan Cheung
December 2003
This report reviews experimental studies of reading programs for English language learners, focusing both on comparisons of bilingual and English-only programs and on specific, replicable models that have been evaluated with English language learners. The review method is best-evidence synthesis, which uses a systematic literature search, quantification of outcomes as effect sizes, and extensive discussion of individual studies that meet inclusion standards. The review concludes that while the number of high-quality studies is small, existing evidence favors bilingual approaches, especially paired bilingual strategies that teach reading in the native language and English at the same time. Whether taught in their native language or English, English language learners have been found to benefit from instruction in comprehensive reform programs using systematic phonics, one-to-one or small group tutoring programs, cooperative learning programs, and programs emphasizing extensive reading. Research using longitudinal, randomized designs is needed to understand how best to ensure reading success for all English language learners.
READ the report: http://www.csos.jhu.edu/crespar/techReports/Report66.pdf
For more research on second language learners, see Linguistic Minority Research Institute