How Literacy-Integrated Content Instruction Promotes English Learners’ Literacy Skills and Content Knowledge: A Meta-Analysis

• In Event: English Language Learners and Literacy Proficiencies

Abstract

The current study aims to quantitatively synthesize studies that investigated effects of literacy-integrated content area instruction on K-12 English learners’ (ELs) literacy skills and content knowledge development. Across various academic subjects, 26 studies were identified, yielding 99 effect sizes. Random-effects models revealed that the magnitude of the overall effects of literacy instruction in content learning was medium to large based on the benchmark of Kraft (2020). No publication bias was found in any of the analyses. Moderator analyses indicated that longer instructional durations and small group configurations prove more effective for ELs in reading and writing, but additional research is warranted to explore the effect of literacy-integrated content instruction on ELs’ writing. This study offers both theoretical and pedagogical implications.

Authors

• Haemin Kim, University of Houston

• Li-Jen Kuo, Texas A&M University

• Zohreh R. Eslami, Texas A&M University