English language learners and reading instruction: A review of the literature

ABSTRACT

The growing English language learner (ELL) population in the United States warrants an examination of reading intervention effectiveness with this population. The reading achievement of ELLs is of particular concern due to the importance of reading skills and the innate language barriers that exist for ELLs. This article reviews existing literature between January 2003 and July 2015 that examined the effectiveness of reading interventions with ELLs. Specifically, studies with large effect sizes that included phonics, phonemic awareness, fluency, comprehension, and/or vocabulary within intervention components and outcome measures were reviewed. Results indicate the effectiveness of multifaceted interventions for phonemic awareness, phonics, fluency, and comprehension, as well as the importance of vocabulary instruction to increase vocabulary outcomes. Identified interventions are discussed, including published interventions available for practitioners.

KEYWORDS:

• English language learners
• literacy
• literature review
• reading instruction
• reading interventions

Additional information

Notes on contributors

Elizabeth Snyder

Elizabeth Snyder is a doctoral candidate in School Psychology at Michigan State University. Her current research interests are English language learners, how they respond to reading instruction, and how they are included in multitiered systems of supports.

Sara E. Witmer

Sara E. Witmer is an Associate Professor of School Psychology at Michigan State University. Her current research interests are inclusive assessment and testing accommodations for student with disabilities.

Heather Schmitt

Heather Schmitt is a doctoral candidate in School Psychology at Michigan State University. Her current research interests are content-area literacy demands and instructional supports that facilitate student access to text and engagement.