Publication Date
Spring 2021
Advisor(s) - Committee Chair
Dr. Sarah Ochs (Director), Dr. Carl Myers, and Dr. Melissa Baker
Degree Program
Department of Psychology
Degree Type
Specialist in Education
Abstract
The majority of fourth graders (65%) read below grade level, making it more likely for them to fall behind as curriculum progresses. English Language Learners (ELLs) are more likely to fall behind because of the additional risks and barriers they may face. In order to provide appropriate, evidence-based, reading instruction for this population of students, research was examined, summarized, and synthesized to determine which components of reading were targeted, their grade level, their native language, and intervention effectiveness.
A systematic review of the literature shows how fundamental the five components of reading are to the development of ELL students’ ability to read. The common theme among the 12 intervention studies was how they targeted one or more of the foundational components of reading instruction. Participants’ native language did not interfere with increases in students’ reading skills. Students’ grade levels ranged from pre-school to fifth grade. Eleven out of twelve research studies indicated small, moderate, or large increases to students’ reading skills.
Disciplines
Bilingual, Multilingual, and Multicultural Education | Educational Psychology | School Psychology
Recommended Citation
Gomez, Alfredo, "A Systematic Review of Reading Interventions for English Language Learners" (2021). Masters Theses & Specialist Projects. Paper 3482.
https://digitalcommons.wku.edu/theses/3482
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Psychology Commons, School Psychology Commons