Effective Reading Programs for Spanish-Dominant English Language Learners (ELLs) in the Elementary Grades

Abstract

This review synthesizes research on English reading outcomes of all types of programs for Spanish-dominant English language learners (ELLs) in elementary schools.It is divided into two major sections. One focuses on studies of language of instruction and one on reading approaches for ELLs holding constant language of instruction. A total of 13 qualifying studies met the inclusion criteria for language of instruction. Though the overall findings indicate a positive effect (effect size = .21) in favor of bilingual education, the largest and longest term evaluations, including the only multiyear randomized evaluation of transitional bilingual education, did not find any differences in outcomes by the end of elementary school for children who were either taught in Spanish and transitioned to English or taught only in English. The review also identified whole-school and whole-class interventions with good evidence of effectiveness for ELLs, including Success for All, cooperative learning, Direct Instruction, and ELLA. Programs that use phonetic small group or one-to-one tutoring have also shown positive effects for struggling ELL readers. What is in common across the most promising interventions is their use of extensive professional development, coaching, and cooperative learning. The findings support a conclusion increasingly being made by researchers and policymakers concerned with optimal outcomes for ELLs and other language minority students: Quality of instruction is more important than language of instruction.

Enhancing Young Hispanic Dual Language Learners' Achievement: Exploring Strategies and Addressing Challenges

“…In fact, despite this group having lower initial test scores, they were able to catch up with their native English-speaking peers in this area (M. G. López & Tashakkori, 2004). Syntheses of studies comparing the effects of language of instruction on elementary and middle grade DLLs' academic outcomes also suggest that bilingual programs appear to have better results than all-English approaches (Cheung & Slavin, 2012;Rolstad, Mahoney, & Glass, 2005;Slavin & Cheung, 2005).Three additional multiyear studies that tracked samples of Hispanic DLL kindergartners had somewhat contrasting, yet perhaps related results. The first study examined the academic oral English development of Spanish-speaking DLLs enrolled in 60 kindergarten and Grade 1 classrooms in 23 schools that used either a transitional bilingual (70% Spanish and 30% English) or structured English immersion (all subjects taught in English) approach.…”

“…However, beginning in the late 19th century and even up until the late 1990s, state and/or local laws stressed the assimilation of immigrants and their ability to speak English as well as a push for English-only instruction. Moreover, the attitude toward students who did not speak English often was one of sink or swim, meaning it was up to the students themselves to figure out how to successfully learn English and make the most of their time in the classroom (Cheung & Slavin, 2012;Hakuta, 2011;Ovando, 2003;Wiese & García, 1998).…”

“…However, beginning in the late 19th century and even up until the late 1990s, state and/or local laws stressed the assimilation of immigrants and their ability to speak English as well as a push for English-only instruction. Moreover, the attitude toward students who did not speak English often was one of sink or swim, meaning it was up to the students themselves to figure out how to successfully learn English and make the most of their time in the classroom (Cheung & Slavin, 2012;Hakuta, 2011;Ovando, 2003;Wiese & García, 1998).The federal government began addressing the education of English learners in public school districts through a series of Supreme Court decisions and laws, including the Civil Rights Act (1964), the 1968 Bilingual Education Act (Title VII of the Elementary and Secondary Education Act, 1968), the 1974 Lau v. Nichols decision (1974), and the Improving America's Schools Act's (1994). The Bilingual Education Act required federally funded school districts to demonstrate how the needs of English learners were being addressed.…”

Language ideologies and literacy achievement: six multilingual countries and two international assessments

“…Artilles, Rueda, Salazar, & Higareda, 2002;Callahan, 2005;Cheung & Slavin, 2012;Ovando, 2003;Wiley & Wright, 2004). National policies that promote the use of the majority language in public spaces and institutions may be more likely to directly (and negatively) impact minority language development.…”

Righting past wrongs: A superintendent’s social justice leadership for dual language education along the U.S.-Mexico border

“…Students learn a second language through a long process that cultivates academic English proficiency over a four to seven-year period (Cummins, 1981). Supporting Latina/o emergent bilinguals requires that teachers and principals have access to extensive professional development and ongoing coaching that can perhaps only come through a long-term district-wide improvement process (Cheung & Slavin, 2012;Elfers & Stritikus, 2014). The role of the superintendent is therefore critical, given their positional authority to envision and make such investments at the district level.…”