Practice Explanation
English learners at risk for reading problems benefit from the following additional instruction:
- Daily small-group instruction of 30-50 minutes
- Direct, explicit instruction that is fast-paced and engaging and offers frequent opportunities for students to respond and participate in short practice activities
- Frequent review of skills
- Clear, corrective feedback to student errors
- Adequate wait time for student response
- Attention to the five core reading elements (phonological awareness, decoding, vocabulary, comprehension, and fluency)
Teachers can include both English learners and native speakers in instructional groups as long as the groups share the same skill level.
Example: A specialist teacher works with a group of five first grade children, including three English learners, for about 45 minutes after lunch each day. Students participate in the regular core reading program each morning with their peers; the afternoon session provides review and lots of practice, currently focusing on decoding and fluency. Two of the five children are now ready for a more advanced group based on last week’s assessment results.
Research Evidence
The expert panel based this recommended practice on four high-quality randomized controlled trials of three different interventions. The four studies appear as Intervention Reports on the What Works Clearinghouse website. The interventions tested were conducted with English learners and share core characteristics in design and content. Because of this, the panel concluded that interventions with similar characteristics have potentially positive effects on reading achievement. Two of the studies demonstrated lasting effects one or two years after intervention. There were no discernable effects from the interventions on the development of English language proficiency.
Key Research
1. Denton, C.A., Anthony, J.L., Parker, R., & Hasbrouck, J.E. (2004).
Effects of two tutoring programs on the English reading development of Spanish-English bilingual students.
The Elementary School Journal, 104, 289-305.
The study examined the effects of two tutoring programs (Read Naturally and Read Well) with English learners in grades 2-5 through randomized controlled studies (with differential attrition). Both are pull-out tutoring programs through which students receive about 22 sessions of 40 minutes each. Read Well was found by the What Works Clearinghouse to produce potentially positive effects on reading achievement.
Practice Overview
Provide intensive, small-group reading interventions for English learners at risk for reading problems.
Some English learners need extra instructional support in addition to the core reading program. Reading interventions should occur on a daily basis in a small-group format, and utilize fast-paced, engaging instruction. more >>
What the research has shown
The expert panel concluded that interventions with similar characteristics to those tested in four high-quality randomized controlled trials have potentially positive effects on reading achievement. more >>
Providing Reading Interventions
Learn about the role of interventions with English learners, including the characteristics of effective instruction. (9:23 min)
Start Presentation
Download Transcript & Details – PDF | 116 KB
Expert Interviews
Implementing Reading Interventions
Sylvia Linan-Thompson, Ph.D.
University of Texas at Austin
Dr. Linan-Thompson describes the components of effective interventions and how English learners can benefit from additional teaching. (5:27 min)
Download Extended Video Quicktime | 57 MB | 15:29 min
Download Transcript & Details – PDF | 160 KB
Key Actions
1. Select or develop an intervention program(s)
Schools should identify or develop reading intervention programs that share the research-based characteristics in programs found effective by the What Works Clearinghouse. Schools may employ multiple interventions to match the needs of students at risk for reading problems.
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2. Use techniques and strategies that are supported by research
Programs found effective by the What Works Clearinghouse shared similar characteristics. Each included:
- Daily small-group instruction of 30-50 minutes
- Direct, explicit instruction, including modeling by the teacher
- Fast-paced instruction with frequent practice, review, and response opportunities
- Coverage of all five reading elements
- Corrective feedback when students make errors
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3. Provide teachers professional development and other support to help them implement interventions
For teachers to effectively run interventions, they may need professional development and coaching to strengthen pedagogy, especially using fast-paced, interactive short duration activities to maintain students’ attention. Extra training in the components of reading will help teachers confidently scaffold instruction. They may also require time for planning and coordinating instruction with other adults providing interventions to the same students.
Links
What Works Clearinghouse English Language Learner Intervention Reviews
This section of the What Works Clearinghouse provides effectiveness ratings for all the interventions designed to be used with English learners that have been reviewed by the Clearinghouse.
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Enhanced Proactive Reading (WWC)
Enhanced Proactive Reading is targeted to first-grade English language learners experiencing problems with learning to read through conventional instruction. Study rated as having significant impacts on What Works Clearinghouse although with some reservations about design.
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Reading Mastery (WWC)
Reading Mastery is a direct instruction program designed to provide explicit, systematic instruction in English language reading for K-6. In the program, students are grouped by reading level and given fast-paced, interactive lessons.
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Scientifically Based Reading Research and English Language Learners: The Big Picture K-12
PowerPoint presentation by Sylvia Linan-Thompson, University of Texas at Austin, that includes summary of research and discussion of formative assessment in beginning reading.
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