A Synthesis of Research on Language of Reading Instruction for English Language Learners

Abstract

This article reviews experimental studies of reading programs for English language learners, focusing on comparisons of various bilingual and English-only programs. 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. A total of 18 studies met the inclusion standards. Among 13 studies focusing on elementary reading for Spanish-dominant students, 9 favored bilingual approaches on English reading measures, and 4 found no differences, for a median effect size of +0.52 (based on 8 studies with sufficient data for computation of ES). Two of three studies of heritage languages (French, Choctaw, and Cherokee) and two secondary studies favored bilingual approaches. 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 different times each day. Research using longitudinal, randomized designs is needed to understand how best to ensure reading success for all English language learners.