Reading / English Language Learners (2012 Report)

This review synthesizes research on English reading outcomes of all types of programs for Spanish-dominant ELLs in elementary school. It is divided into two major sections: the effect of language of instruction on achievement (i.e., bilingual vs. English-only instruction) and effective reading approaches for ELLs other than the use of native language. Several proven and promising approaches are identified.

Full Report
Cheung, A. & Slavin, R.E. (2012). Effective Reading Programs for Spanish Dominant English Language Learners (ELLs) in the Elementary Grades: A Synthesis of Research. Baltimore, MD: Johns Hopkins University, Center for Research and Reform in Education.

Additional source:
Cheung, A., & Slavin, R. E. (2012). Effective reading program for Spanish-dominant English language learners (ELLs) in elementary grades: A best-evidence synthesis. Review of Educational Research, 84(4), 351-395. DOI: 10.3102/0034654312465472