Reading Instruction for English Learners in the Middle Grades: A Meta-Analysis

Autor/inn/en	Hall, Colby; Roberts, Garrett J.; Cho, Eunsoo; McCulley, Lisa V.; Carroll, Megan; Vaughn, Sharon
Titel	Reading Instruction for English Learners in the Middle Grades: A Meta-Analysis
Quelle	In: Educational Psychology Review, 29 (2017) 4, S.763-794 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-016-9372-4
Schlagwörter	Reading Instruction; Meta Analysis; Second Language Learning; Experimental Groups; Quasiexperimental Design; Effect Size; Reading Tests; Statistical Analysis; Standardized Tests; Vocabulary Development; Measures (Individuals); Content Area Reading; Social Studies; Mathematics Instruction; Science Instruction; Language Arts; English Language Learners; Correlation; Teaching Methods; Reading Research + Suchen Sie Ihr Suchwort? Leseunterricht; Meta-analysis; Metaanalyse; Zweitsprachenerwerb; Lesetest; Statistische Analyse; Standadised tests; Standardisierter Test; Wortschatzarbeit; Messdaten; Sinnerfassendes Lesen; Gemeinschaftskunde; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sprachkultur; Korrelation; Teaching method; Lehrmethode; Unterrichtsmethode; Leseforschung
Abstract	This meta-analysis synthesizes the last two decades of experimental and quasi-experimental research on reading instruction across academic contexts (e.g., social studies, science, mathematics, English language arts) for English learners (ELs) in grades 4 through 8, to determine (a) the overall effectiveness of reading instruction for upper elementary and middle school students who are ELs and (b) how the magnitude of the effect varies based on student, instructional, and study characteristics. The analysis included a total of 11 studies with 46 individual effect sizes and yielded a mean effect size of g = 0.35 across all (i.e., standardized and unstandardized) reading measures, g = 0.01 across standardized reading measures, and g = 0.43 across unstandardized reading measures. For all reading, unstandardized reading, all vocabulary, and unstandardized vocabulary measures, results suggest that higher quality studies tended to have smaller effects, and these effects were even more evident for unstandardized measures (i.e., one unit increase in study quality was associated with decreased effects: g = 0.21, g = 0.30, g = 0.24, g = 0.30, respectively). For all comprehension measures, effects were larger for instruction that included both vocabulary and comprehension (g = 0.39) than for instruction that focused on vocabulary alone (g = 0.08). Results suggest the benefit of developing and refining high-impact approaches to reading instruction for ELs that can be delivered across content areas and grades. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01