Reading Interventions for Adolescent English Language Learners with Reading Difficulties: A Synthesis of the Evidence

Abstract

In this systematic review of the literature, reading interventions for adolescent English language learners (ELLs) were evaluated to determine the state of the existing research, identify promising practices, and to guide future research. Eight studies met the inclusion criteria and were assessed to determine if they met What Works Clearinghouse (WWC) design standards. Seven of the eight studies met design standards with or without reservation. Study findings suggest several areas critical for future research including investigating components of interventions that are most effective and describing participants in a way that will facilitate an understanding of how individual ELLs respond to the intervention. Classroom instruction implications include that it is not too late to intervene with adolescent ELLs and teachers must consider the unique needs of the individual ELLs they work with when selecting intervention.