English learners can learn to read in English at the same rate as their monolingual peers in the primary grades¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2007 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Studies of reading growth show English learners can attain rates of reading growth comparable with monolingual peers in grades K–2. → Gersten 2007

Evidence¶

Gersten 2007¶

Gersten, R., Baker, S.K., Shanahan, T., Linan-Thompson, S., Collins, P., & Scarcella, R. (2007). Effective Literacy and English Language Instruction for English Learners in the Elementary Grades: A Practice Guide (NCEE 2007-4011). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/ncee/wwc/PracticeGuide/6

q2 · i? · review · r2

The guide reports, in Recommendation 1, criterion-related validity and growth studies indicating comparable early-grade reading growth. Much of this evidence "comes from research in Canada and from schools providing intensive and systematic instruction for all children" with supplementary support for those falling behind.

"These studies have demonstrated that English learners can learn to read in English at the same rate as their peers in the primary grades (K–2)."

Discussion¶

Learner Variables¶

• English-Learner Status — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Bilingual children acquire vocabulary and syntax in each language more slowly than monolingual children, yet show cognitive advantages and can match or surpass monolingual peers with support — related
• Fluent bilingualism is linked to metalinguistic awareness of how the two languages relate — related
• In reading, dual language participants grew slightly more slowly during school years but lost less learning during summers, closing the gap with the national average — related
• ELs lag behind peers in achievement and attainment partly due to limited exposure to academic content — related
• Primary-language (Spanish) oral instructions yielded significantly higher English reading comprehension than English-only instructions — related
• Bilingual school-age children's microstructure converged with monolinguals', consistent with bilinguals exceeding the ~60% input benchmark for typical development — related
• Students who began kindergarten as English Learners had similar achievement and growth, and higher attendance, compared to students never classified as ELs — related