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• W3201298509 abstract "The number of English Language Learners (ELLs) has been growing worldwide. ELLs are at risk for reading disabilities due to dual difficulties with linguistic and cultural factors. This raises the need for finding practical and efficient reading interventions for ELLs to improve their literacy development and English reading skills. The purpose of this study is to examine the evidence-based reading interventions for English Language Learners to identify the components that create the most effective and efficient interventions. This article reviewed literature published between January 2008 and March 2018 that examined the effectiveness of reading interventions for ELLs. We analyzed the effect sizes of reading intervention programs for ELLs and explored the variables that affect reading interventions using a multilevel meta-analysis. We examined moderator variables such as student-related variables (grades, exceptionality, SES), measurement-related variables (standardization, reliability), intervention-related variables (contents of interventions, intervention types), and implementation-related variables (instructor, group size). The results showed medium effect sizes for interventions targeting basic reading skills for ELLs. Medium-size group interventions and strategy-embedded interventions were more important for ELLs who were at risk for reading disabilities. These findings suggested that we should consider the reading problems of ELLs and apply the Tier 2 approach for ELLs with reading problems." @default.
• W3201298509 created "2021-09-27" @default.
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• W3201298509 date "2021-09-01" @default.
• W3201298509 modified "2023-10-14" @default.
• W3201298509 title "Evidence-based reading interventions for English language learners: A multilevel meta-analysis" @default.
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• W3201298509 doi "https://doi.org/10.1016/j.heliyon.2021.e07985" @default.
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