Evidence-based, culturally responsive interventions to improve academic outcomes for english learners with reading difficulties

This chapter focuses on reading interventions for students who are English learners and have reading difficulties. The chapter provides data on the current state of achievement and practices used for English learners. The chapter then provides a review of evidence-based practices for English learners. Studies selected for inclusion in this review meet the following criteria: published between 2015 and 2020; use single-subject, quasi-experimental, or experimental designs; include a majority of students who are English learners (>50%); and include at least two valid and reliable measures of reading. The chapter highlights the main features of the interventions, specifically focusing on elements that were chosen to have positive effects on English learners with reading difficulties. Next the chapter discusses tenets of culturally responsive and sustaining practices and how these can be used in tandem with effective intervention practices to potentially positively affect outcomes for English learners. The chapter concludes with implications for practice and future research.