Moving the needle?: The effects of a multicomponent reading program for upper elementary multilingual learners

• In Event: Word Learning for All Students: Metalinguistic Awareness and Vocabulary Instruction With Multilingual and Multidialectal Students

Abstract

Purpose and Theoretical Framework

Reading comprehension is complex, and it can be incredibly difficult to “move the needle” in reading comprehension (Pearson et al., 2020). A meta-analysis of research in K-5 suggests that the effects of programs on standardized measures of reading comprehension tend to be limited and vary widely, but those that are most effective tend to be multicomponent (Authors, 2020). For multilingual students, encouraging “fluid use” of their “entire linguistic repertoire” (p. 554) has been shown to support deeper understanding of texts and foster greater confidence and metalinguistic awareness (Garcia & Kleifgen, 2020). Therefore, for multilingual students, focusing on language skills could be the key to moving the needle in reading comprehension. The purpose of the present study was to investigate the effects of a multicomponent literacy program for 4th and 5th grade multilingual learners on English language and reading comprehension.

Methods

Grounded by theory and previous research, we worked with teachers to develop a small group multicomponent literacy program for 4th and 5th grade multilingual learners (broadly defined; Authors, 2019; 2021). The program includes direct instruction in vocabulary, morphology, and syntax; dialogic discussion of multimodal text; and scaffolds for students to leverage their linguistic awareness to make connections across languages. The program includes three social justice-focused thematic units.

Over three years, we conducted a cluster randomized control trial in 40 schools (n = 21 treatment and n = 21 business as usual control). Participants included 148 teachers (n = 78 in treatment schools, n = 70 in control schools) and 1137 students (n = 567 in treatment schools, n = 570 in control schools). Each year, we worked with teachers in the treatment schools to implement the 20 week program.

We observed program implementation to document fidelity. We also assessed students in treatment and control schools on reading comprehension and language skills at the beginning and end of each year using standardized measures (i.e., Capti ReadBasix assessment, Core Analytical Language Skills (CALS) assessment).

Results

We conducted multilevel analyses to answer the following research questions: 1) What is the effect of the program on language and reading comprehension outcomes? (2) Does performance on beginning of the year assessments moderate the effects of the program on end of the year language reading comprehension outcomes?

Initial analyses from the first two years of the study suggest significant effects of the program on language skills (β = 92.74, p < .01), though effects depended on incoming vocabulary skills (β = -.40, p < .01). Similarly, analyses suggest significant effects of the program on reading comprehension (β = 38.20, p = .02), though, again, effects depended on incoming reading comprehension (β = -.16, p = .02).

Significance

Results of this study suggest that, to support the English language and reading comprehension of upper elementary multilingual learners with below average vocabulary and reading comprehension, teachers should provide multicomponent instruction that includes direct instruction in vocabulary, morphology, and syntax; dialogic discussion of multimodal texts; and scaffolds for students to leverage their linguistic awareness.

Authors

• Rebecca Silverman, Stanford University

• Patrick Proctor, Boston College

• Jeff Harring, University of Maryland

• Annie Camey Kuo, Stanford University

• Hsiaolin Hsieh, Stanford University

• Jackelyn Rivera-Orellana, Stanford University

• Yukie Toyama, University of California - Berkeley