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References
Meets WWC evidence standards
Frasco, R. D. (2008). Effectiveness of Reading First for English language learners: Comparison of two programs (Doctoral dissertation, Walden University, 2008). Dissertation Abstracts International, 69(03A), 141–879.
Studies that fall outside the English Language Learners review protocol or do not meet WWC evidence standards
Denton, C. A., Anthony, J. L., Parker, R., & Hasbrouck, J. E. (2004). Effects of two tutoring programs on the English reading development of Spanish-English bilingual students. The Elementary School Journal, 104(4), 289–305. The study does not meet WWC evidence standards because it uses a quasi-experimental design in which the analytic intervention and comparison groups are not shown to be equivalent.
Additional source:
Denton, C. A. (2000). The efficacy of two English interventions in a bilingual education program (Doctoral dissertation, Texas A&M University, 2000). Dissertation Abstracts International, 61(11), 4325A. (UMI No. 9994233)
Kamps, D., Abbott, M., Greenwood, C., Arreaga-Mayer, C., Wills, H., Longstaff, J., et al. (2007). Use of evidence-based, small-group reading instruction for English language learners in elementary grades: Secondary-tier intervention. Learning Disability Quarterly, 30(3), 153–168. This study does not meet WWC evidence standards because the measures of effectiveness cannot be attributed solely to the intervention—the intervention was combined with another intervention.
Santoro, L. E., Jitendra, A. K., Starosta, K., & Sacks, G. (2006). Reading well with Read Well: Enhancing the reading performance of English language learners. Remedial & Special Education, 27(2), 105–115. The study is ineligible for review because it does not use a comparison group.
Sopris West Educational Services. (2007). Read Well: Results with the Read Well curriculum, kindergarten and first grade, Huntsville, Alabama. Frederick, CO: Author. The study is ineligible for review because it does not examine an intervention implemented in a way that falls within the scope of the review.