Cho Younghee, Kim Dongil, Jeong Sora
Seoul National University, South Korea.
Heliyon. 2021 Sep 13;7(9):e07985. doi: 10.1016/j.heliyon.2021.e07985. eCollection 2021 Sep.
The number of English Language Learners (ELLs) has been growing worldwide. ELLs are at risk for reading disabilities due to dual difficulties with linguistic and cultural factors. This raises the need for finding practical and efficient reading interventions for ELLs to improve their literacy development and English reading skills. The purpose of this study is to examine the evidence-based reading interventions for English Language Learners to identify the components that create the most effective and efficient interventions. This article reviewed literature published between January 2008 and March 2018 that examined the effectiveness of reading interventions for ELLs. We analyzed the effect sizes of reading intervention programs for ELLs and explored the variables that affect reading interventions using a multilevel meta-analysis. We examined moderator variables such as student-related variables (grades, exceptionality, SES), measurement-related variables (standardization, reliability), intervention-related variables (contents of interventions, intervention types), and implementation-related variables (instructor, group size). The results showed medium effect sizes for interventions targeting basic reading skills for ELLs. Medium-size group interventions and strategy-embedded interventions were more important for ELLs who were at risk for reading disabilities. These findings suggested that we should consider the reading problems of ELLs and apply the Tier 2 approach for ELLs with reading problems.
全球范围内，英语学习者（ELLs）的数量一直在增长。由于语言和文化因素带来的双重困难，英语学习者面临阅读障碍的风险。这就需要为英语学习者找到切实可行且高效的阅读干预措施，以促进他们的读写能力发展和英语阅读技能提升。本研究的目的是检验针对英语学习者的循证阅读干预措施，以确定构成最有效且高效干预措施的组成部分。本文回顾了2008年1月至2018年3月期间发表的有关研究英语学习者阅读干预措施有效性的文献。我们分析了针对英语学习者的阅读干预项目的效应量，并使用多层次荟萃分析探索了影响阅读干预的变量。我们考察了调节变量，如与学生相关的变量（年级、特殊情况、社会经济地位）、与测量相关的变量（标准化、信度）、与干预相关的变量（干预内容、干预类型）以及与实施相关的变量（教师、小组规模）。结果显示，针对英语学习者基础阅读技能的干预措施有中等效应量。中等规模的小组干预和嵌入策略的干预措施对有阅读障碍风险的英语学习者更为重要。这些研究结果表明，我们应该考虑英语学习者的阅读问题，并对有阅读问题的英语学习者采用二级干预方法。
