This best-evidence synthesis reviews the past 20 years of rigorous reading intervention research to identify effective programs of instruction for Grade K–3 English Learners (ELs), as well as to determine the average effect of reading instruction on reading outcomes for this population. We identified 10 studies, all of which only included students in Grades K, 1, and/or 2. These studies evaluated the effects of seven programs, reporting 76 effect sizes. We did not identify any studies that included Grade 3 ELs. To guide researchers and practitioners, we describe each program and discuss associated effect sizes in foundational skills, fluency, comprehension, and oral language. Proactive Reading, delivered in a small group setting, produced some of the largest effects on foundational skills, fluency, and reading comprehension outcomes. Sound Partners was also shown to be effective even when delivered for a shorter duration, in a one-to-one setting. Finally, for practitioners and researchers aiming to improve oral language outcomes, Early Vocabulary Connection, delivered to small groups of students for 20 weeks, had the largest effects on oral language outcome measures. The primary limitation of this review was the small number of studies meeting the best-evidence synthesis criteria. Future research is needed to better understand the impact of reading interventions on reading outcomes for ELs in Grades 2–3 and the impact of meaning-focused intervention on reading outcomes. In particular, additional research is needed to identify interventions that have the potential to meaningfully improve reading comprehension and oral language outcomes for K–3 ELs.

这份最佳证据综合回顾了过去 20 年严格的阅读干预研究，以确定针对 K-3 英语学习者 (EL) 的有效教学计划，并确定阅读教学对该人群阅读结果的平均影响。我们确定了 10 项研究，所有这些研究都只包括 K、1 和/或 2 年级的学生。这些研究评估了七个项目的效果，报告了 76 个效果大小。我们没有发现任何包含 3 级 EL 的研究。为了指导研究人员和从业者，我们描述了每个项目并讨论了相关的基础技能、流利度、理解力和口语的影响大小。主动阅读，在小组环境中交付，对基础技能、流畅性和阅读理解结果产生了一些最大的影响。Sound Partners也被证明是有效的，即使在一对一的环境中交付时间较短。最后，对于旨在提高口语成绩的从业者和研究人员，早期词汇连接，向小组学生提供 20 周，对口语结果测量的影响最大。本综述的主要限制是满足最佳证据综合标准的研究数量较少。未来的研究需要更好地了解阅读干预对 2-3 年级 EL 阅读结果的影响以及以意义为中心的干预对阅读结果的影响。特别是，需要进行额外的研究来确定有可能显着提高 K-3 EL 的阅读理解和口语结果的干预措施。