EBP Compendium: Summary of Systematic Review
Institute of Education Sciences
Enhanced Proactive Reading
IES What Work Clearinghouse Intervention Report.
Indicators of Review Quality:
The review addresses a clearly focused question
Criteria for inclusion of studies are provided
Search strategy is described in sufficient detail for replication
Included studies are assessed for study quality
Quality assessments are reproducible
Description: This is a review of studies investigating the effects of an integrated reading-language program, the Enhanced Proactive Reading program, on the reading achievement, mathematics achievement, and English language development of first-grade English language learners with reading difficulties. The effectiveness of the intervention was categorized as Meets Evidence Standards, Meets Evidence Standards with Reservation or Does Not Meet Evidence Standard based on the What Works Clearinghouse classification system. Well-designed randomized controlled trials are considered strong evidence (Meets Evidence Standards), quasi-experimental studies are considered weaker evidence (Meets Evidence Standards with Reservations) and single-case design studies are considered insufficient evidence or under development (Does Not Meet Evidence Standards).
Question not specifically stated.
Population: The participants were Hispanic first-grade English language learners. In addition, “All participants were prescreened to assess their English language ability and met two inclusion criteria: scoring below the 25th percentile for first grade on the Letter Word Identification subtest of the Woodcock Language Proficiency Battery; reading between zero and one word from a list of five two- to four-letter words in English and Spanish” (p. 5).
Intervention/Assessment: Enhanced Proactive Reading
Number of Studies Included: 2
Years Included: Not specified
- Integrated Reading-Language Treatment
- Two studies were included, one classified as Meets Evidence Standards and the other as Meets Evidence Standards with Reservations.
- Both studies "showed potentially positive effects in the reading achievement domain" (p. 4).
- Neither study found any effects on English language development.
Keywords: English Language Learners, Literacy
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Added to Compendium: December 2011