The Research on EL/EB Readers

Is there scientifically-based research that helps us understand how to meet the literacy needs of ELs/EBs?

Some suggest that all science of reading research solely pertains to monolingual contexts. However, it is important to emphasize that all scientifically grounded research aimed at comprehending the process of reading acquisition—including studies that explicitly address questions related to EL/EB students—falls within the scope of the science of reading. Although further research is warranted to gain a comprehensive understanding of effective support for EL/EB students, it is categorically incorrect to assert that no research exists regarding optimal strategies for assisting this particular student population.

There are multiple, reliable resources that have summarized research and outlined best practices for EL/EB students. The Reading League has purchased the digital rights to Developing Literacy in Second Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth (Executive Summary). TRL has a limited number of permitted downloads—we welcome you to download the PDF of this resource for future use while it is available.

The EL/EB students in our nation’s classrooms have been participants in much of the EL/EB research that comprises the science of reading. For example, the initial 1990 study validating the simple view of reading was conducted on students along the Texas/Mexico border who spoke multiple languages.

There are also many scientifically-based research studies that help us understand how to meet the needs of ELs/EBs specifically. Unfortunately, many of them remain behind a paywall, but interested readers can contact the authors directly to request access. A sampling of just a handful of the studies that specifically address EL/EB students includes the following:

• Reading Rescue: An effective tutoring intervention model for language-minority students who are struggling readers in first grade (Ehri, L. C., Dreyer, L., Flugman, B., & Gross, L., 2007)
• Effectiveness of an English intervention for first-grade English language learners at risk for reading problems (Vaughn, S., Mathes, P., Linan-Thompson, S., Cirino, P., Carlson, C., Pollard-Durodola, S., Cárdenas-Hagan, E., & Francis, D., 2006)
• Efficacy of supplemental phonics-based instruction for low-skilled kindergarteners in the context of language minority status and classroom phonics instruction. (Vadasy, P., & Sanders, E., 2010)
• Beating the odds: A longitudinal investigation of low-income dual-language and monolingual children’s English language and literacy performance (Han, M., Vukelich, C., Buell, M., & Meacham, S., 2014)
• Universal reading processes are modulated by language and writing systems (Perfetti, C., & Harris, L., 2013)
• The cross-linguistic transfer of early literacy skills: the role of initial L1 and L2 skills and language of instruction (Cárdenas-Hagan, E., Carlson, C., & Pollard-Durodola, S., 2007)
• Cross-linguistic perspectives on second language reading (Verhoeven, L., Pugh, K., & Perfetti, C., 2019)
• Understanding individual differences in word recognition skills of ESL children (Geva, E., Yaghoub-Zadeh, Z., & Schuster, B., 2000)
• School effectiveness for language minority students (Thomas, W., & Collier, V., 1997)
• Examining the role of time and language type in reading development for English Language Learners (Betts, J., Bolt, S., Decker, D., Muyskens, P., Marston, D., 2009)
• Learning to read in English (Seymour, P. H. & Duncan, L.G., 2002)
• Does Spanish knowledge contribute to accurate English word spelling in adult bilinguals? (Rigobon, V., Gutiérrez, N., Edwards, A., Abes, D., Steacy, L., & Compton, D., 2023)
• Reading in two writing systems: Accommodation and assimilation (C. A., Liu, Y., Fiez, J., Nelson, J., Bolger, D. J., & Tan, L., 2007)
• Using Phoneme Discrimination to Help Emergent Bilinguals With Reading Disabilities Acquire New Sounds (Li, M., Jerasa, S., Frijters, J. C., & Geva, 2023)