Evidence-based reading instruction for English language learners in preschool through sixth grades: a meta-analysis of group design studies.
2009-08
Loading...
View/Download File
Persistent link to this item
Statistics
View StatisticsJournal Title
Journal ISSN
Volume Title
Title
Evidence-based reading instruction for English language learners in preschool through sixth grades: a meta-analysis of group design studies.
Authors
Published Date
2009-08
Publisher
Type
Thesis or Dissertation
Abstract
The purpose of the study was to synthesize research studies that examined reading instruction for English language learners (ELL) in preschool through sixth grades. Specific goals were to determine the availability of reading instruction for ELLs, the effects of that instruction, and which instructional programs can be considered evidence-based. An extensive search of the research studies identified 29 studies employing group design published in peer-reviewed journals since 1967, which yielded 44 samples with a total of 225 effect sizes. Findings revealed that at both tier 1 and 2, there are more than 10 instructional programs that address phonemic awareness and phonics instruction at preschool to 2nd grade levels, but there were no phonemic awareness and phonics instruction for third to sixth graders. The overall effect of reading instruction was moderate, with a mean ES of 0.50. HLM revealed that factors strengthen the effect were: English as a language of intervention; a session lasted 45 min or less; upper grade level; single grade; average or higher SES; and lower study quality. Three evidence-based or promising practices from 13 programs were identified; Keyword method, Proactive Reading and Peer-Assisted Learning Strategies. The research community should continue to reinforce efforts to improve the quality of research while seeking strong support for rigorous research from policy makers to empower ELL students who are otherwise likely to be at-risk readers by providing them with evidence-based reading instruction.
Description
University of Minnesota Ph.D. dissertation. August 2009. Major: Educational Psychology. Advisor: Dr. Kristen L. McMaster. 1 computer file (PDF); vii, 133 pages, appendices A-D.
Related to
Replaces
License
Collections
Series/Report Number
Funding information
Isbn identifier
Doi identifier
Previously Published Citation
Suggested citation
Han, Insoon. (2009). Evidence-based reading instruction for English language learners in preschool through sixth grades: a meta-analysis of group design studies.. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/54192.
Content distributed via the University Digital Conservancy may be subject to additional license and use restrictions applied by the depositor. By using these files, users agree to the Terms of Use. Materials in the UDC may contain content that is disturbing and/or harmful. For more information, please see our statement on harmful content in digital repositories.