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Effectiveness
Findings5
The WWC review of interventions for English language learners addresses student outcomes in three domains: reading achievement, mathematics achievement, and English language development.
Reading achievement. Denton and colleagues (2004) reported, and the WWC confirmed, no statistically significant differences between the intervention and comparison groups on students’ reading achievement. In addition, the average effect size was small and deemed not substantively important. Therefore, the one study reviewed showed no discernible effects.
Rating of effectiveness
The WWC rates interventions as positive, potentially positive, mixed, no discernible effects, potentially negative, or negative. The rating of effectiveness takes into account four factors: the quality of the research design, the statistical significance of the findings, the size of the difference between participants in the intervention condition and the comparison condition, and the consistency in findings across studies (see the WWC Intervention Rating Scheme).