A synthesis of research on language of reading Instruction for English language learners

• Published in: Review of educational research Vol. 75; no. 2; pp. 247 - 284
• Main Authors: Slavin, Robert E, Cheung, Alan
• Format: Journal Article
• Language: English
• Published: Thousand Oaks, CA American Educational Research Association 01.06.2005; Sage Publications
• Subjects: American Indian Languages; Bilingual Education; Bilingual students; Bilingualer Unterricht; Bilingualism; Bilingualismus; Children; Children & youth; Control groups; Curriculum subjects: programmes and methods; Education policy; Educational Policy; Educational Research; Educational sciences; Effect Size; Elementary school students; Englisch als Zweitsprache; Englischunterricht; English (Second Language); English instruction; English language; English language learners; English only movement; Federal Programs; French; French language; Grade 4; Gulf languages; Heritage language; Hispanoamerikaner; Kanada; Kind; Language Acquisition; Language immersion programs; Language of Instruction; Language Proficiency; Language teaching methods; Lesenlernen; Literaturdokumentation; Metaanalyse; Native languages; Outcomes of Education; Pretests; Primarbereich; Reading Achievement; Reading Instruction; Reading Programs; Reading, writing; Sample Size; Schulfach; Second Language Learning; Sekundarbereich; Spanish language; Spanish Speaking; Synthesis; Teaching Methods; USA; Hong Kong China; California; United States > US; China; Baltimore Maryland; reading; bilingual education; English language learners; research review; language of instruction; English; Immersion Programme; Reading; Bilingualism; Research; Teaching Language
• ISSN: 0034-6543; 1935-1046
• DOI: 10.3102/00346543075002247

This article reviews experimental studies comparing bilingual and English-only reading programs for English language learners. 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 17 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 +0.45. Weighted by sample size, an effect size of +0.33 was computed, which is significantly different from zero (p (.05). One of two studies of heritage languages (French and Choctaw) and two secondary studies favored bilingual approaches. The review concludes that although 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. However, further research using longitudinal, randomized designs is needed to determine how best to ensure reading success for all English language learners. (DIPF/Orig.).