|
|
Overview
This WWC report examines the effect of Instructional Conversations and Literature Logs used in combination. The goal of Instructional Conversations is to help English language learners develop reading comprehension ability along with English language proficiency. Instructional Conversations are small-group discussions. Acting as facilitators, teachers engage English language learners in discussions about stories, key concepts, and related personal experiences, which allow them to appreciate and build on each others’ experiences, knowledge, and understanding. Literature Logs require English language learners to write in a log in response to writing prompts or questions related to sections of stories. These responses are then shared in small groups or with a partner.
Research
Two studies of Instructional Conversations and Literature Logs met the What Works Clearinghouse (WWC) evidence standards with reservations. 1 The two studies included over 200 Hispanic English language learners from grades 2–5. The two studies reviewed for this report assess program impacts in two different contexts; one focuses on the short-term (use of the intervention over a few days) and the other focuses on the long-term (use of the intervention over a few years) with the intervention delivered as key components in a broader
language arts program.
Effectiveness
Instructional Conversations and Literature Logs was found to have potentially positive effects on reading achievement and English language development.
| Reading achievement | Mathematics achievement | English language development | |
|---|---|---|---|
| Rating of effectiveness | Potentially positive effects | Not reported | Potentially positive effects |
| Improvement index2 | Average: +29 percentile points Range: +24 to +33 percentile points |
Not reported | Average: +23 percentile points Range: +21 to +24 percentile points |