Reading Interventions for Spanish-Speaking English Language Learners at Risk for Reading Difficulties: A Meta-Analysis

Abstract

Our meta-analysis investigated the effectiveness of reading interventions for Spanish-speaking English learners (SSELs) at risk for reading difficulties (RD) in grades K-12. We examined two key questions: (a) What is the overall treatment effect of reading interventions for SSELs at risk for RD? and (b) Which intervention (e.g., program type), participant (e.g., language at-risk), and study design (e.g., region) characteristics moderate the treatment efficacy of reading interventions for SSELs at risk of RD? Using robust variance estimation (RVE) to account for ES dependency and a meta-regression technique, we analyzed data from 24 randomized controlled trials (RCTs). Our analysis revealed a positive, moderately sized overall mean ES (g = 0.40), suggesting the examined interventions effectively improved reading skills for this population. This estimate remained consistent even when excluding outliers (g = 0.38). However, the meta-regression analysis, investigating 10 potential moderators, did not reveal any significant moderating effects. Our findings offer valuable insights for future research and classroom practice, with important implications for developing and refining effective reading interventions for SSELs at risk of RD. While acknowledging the limitations of this study, we emphasize the need for continued efforts in this critical area.