%0 Journal Article
%T Are Reading Interventions for English Language Learners Effective? A Meta
%A Caralyn Ludwig
%A George K. Georgiou
%A Kan Guo
%J Journal of Learning Disabilities
%@ 1538-4780
%D 2019
%R 10.1177/0022219419825855
%X Despite concerted efforts to improve the reading skills of English language learners (ELLs), it remains unclear if the interventions they have been receiving produce any positive results. Thus, the purpose of this meta-analysis was to examine how effective reading interventions are in improving ELLsĄŻ reading skills and what factors may influence their effectiveness. Twenty-six studies with reported outcomes for pretest and posttest were selected, and four moderators (group size, intensity of intervention, studentsĄŻ risk status, and type of intervention) were coded. The results of random-effects analyses showed that the reading interventions had a large effect on ELLsĄŻ reading accuracy (d = 1.221) and reading fluency (d = 0.802) and a moderate effect on reading comprehension (d = 0.499). In addition, for real-word reading accuracy, intervention groups composed of more than five students were less effective than groups composed of two to five students, and longer intervention sessions were less effective than shorter ones. Overall, our findings suggest that reading interventions have positive effects on ELLsĄŻ reading skills, and they should not be delayed until these students have reached a certain level of oral English proficiency
%K English language learners
%K reading
%K meta-analysis
%K intervention
%U https://journals.sagepub.com/doi/full/10.1177/0022219419825855