Analyzing the Cultural Responsiveness of Reading Comprehension Intervention Research for English Learners With Reading Difficulties

• In Event: 14.046 - Poster Session 1
  In Poster Session: 14.046-8 - Research in Reading and Literacy SIG V

Abstract

Determining how to improve reading comprehension in struggling readers from linguistically diverse backgrounds is an important issue for researchers and practitioners. In this paper, I first evaluate and synthesize key findings from empirical studies on reading comprehension interventions for struggling readers who are in the process of acquiring English as a new language. I then provide an overview of intervention studies that disaggregate results for ELs and use the Council for Exceptional Children’s standards for evidence-based practice to evaluate the overall quality of the research. Next, I introduce components of culturally responsive research, defined by Trainor and Bal (2014), and I describe the outcome of evaluating the extent to which reading comprehension intervention studies have, to date, demonstrated cultural responsiveness.

Author

• Sara Lynn Jozwik, University of Wisconsin-Milwaukee