English Learners (EL) Research
Structured Silent Reading Practice: An Effective Educational Support for ELL Students.
Vanguard (Winter, 2016). Special issue: Supporting English Language Learners. Latham, NY: School Administrators Association of New York State (SAANYS).
One fundamental goal of reading instruction is to develop the reading fluency, comprehension, and stamina required to use reading as a tool for learning. This goal is the same for all students, regardless of background or initial level of English proficiency. English language learners (ELLs) often require more reading practice than students learning to read in their first language. This article reviews research measuring the impact of structured silent reading instruction on the performance of ELLs on a state reading assessment. The results showed that ELL students who used the program with fidelity achieved gains 1.5 to 2 times as large as those achieved by students who did not use the program.
“These observations provide compelling evidence that structured silent reading practice is a highly effective educational support for developing reading proficiency in ELL students.”
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Reading Plus Significantly Raises Achievement for English Language Learners (ELLs).
SUMMARY OF FINDINGS:
Reading Plus usage by ELL students was associated with highly significant (p<.001) increases in reading proficiency as measured by the reading portion of the Florida Comprehensive Assessment Test 2.0 (FCAT). Reading Plus use resulted in larger FCAT scale score gains, higher percentages of students advancing one or more levels on the FCAT, and more students achieving a satisfactory level or higher. Gains among ELL students with lower levels of English proficiency were exceptionally large.
“These results suggest that the Reading Plus program is an effective tool for developing reading proficiency in ELL students.”
What is the effectiveness of Reading Plus on ninth-grade intermediate ELL students’ reading scores as measured by the GRADE™?
Summary of Findings:
Reading Plus demonstrated a statistically significant effect on ninth-grade intermediate ELL students’ reading scores. The Reading Plus treatment group made significantly higher reading gains than the control group in both vocabulary and reading comprehension as measured by the GRADE™ test.
“The Reading Plus group also achieved significantly higher gains within both Vocabulary and Comprehension Composite subcomponents.“