Bridging Language and Literacy for Multilingual Learners: Effects of a Multicomponent Program

• In Event: Cognition, Comprehension, Culture, and Cross-Linguistic Transfer: Advancing Equity in Reading Development

Abstract

Objectives
Improving reading comprehension remains a persistent challenge, particularly on standardized assessments (Pearson et al., 2020). A meta-analysis of K–5 programs shows that while impacts on reading comprehension are often modest and inconsistent, the most effective approaches are multicomponent in nature (Authors, 2020). For multilingual learners, supporting flexible use of their full linguistic repertoire has been linked to stronger text comprehension, increased confidence, and heightened metalinguistic awareness (García & Kleifgen, 2020). These findings suggest that explicitly targeting language skills may be critical for advancing multilingual students' reading comprehension.

Theoretical Framework
This study examined the impact of a multicomponent literacy intervention [CURRICULUM] on the English language development and reading comprehension of 4th and 5th grade multilingual learners. Developed in partnership with teachers and grounded in prior research (Authors, 2019; 2021), the CURRICULUM features small-group instruction with three key components: (1) explicit teaching of vocabulary, morphology, and syntax; (2) dialogic discussions around multimodal texts (e.g., picture books, articles, videos); and (3) scaffolds to help students draw cross-linguistic connections. Thematic units focus on topics related to social justice.

Method and Data
The study used a stratified cluster randomized controlled trial with propensity score matching at the student level. Over three years, the intervention was implemented in 21 treatment schools, with 19 business-as-usual control schools in California. Participants included 146 teachers (79 treatment, 67 control) and 1,137 students (567 treatment, 570 control). Teachers in the treatment group implemented the 20-week CURRICULUM annually.
Fidelity of implementation was monitored through classroom observations. Standardized assessments—the Capti ReadBasix and Core Analytical Language Skills (CALS)—were administered at the beginning and end of each year to evaluate students’ reading comprehension and language skills.

Results
Multilevel analyses addressed two questions: (1) What is the effect of the CURRICULUM on language and reading comprehension outcomes? (2) Do students' baseline skills moderate these effects?
Results indicate significant positive effects on language skills (β = 92.74, p < .01), with outcomes moderated by students’ initial vocabulary knowledge (β = –0.40, p < .01). Similarly, the program showed significant effects on reading comprehension (β = 38.20, p = .02), which were also influenced by students’ starting comprehension levels (β = –0.16, p = .02). Further analyses are underway and will be made publicly available via https://osf.io/hbu3m/.

Significance
These findings suggest that multicomponent instruction—including direct language instruction, dialogic engagement with multimodal texts, and support for cross-linguistic transfer—can effectively enhance reading comprehension and language outcomes for multilingual learners, particularly those starting with lower skill levels.

Authors

• Rebecca Silverman, Stanford University

• Patrick Proctor, Boston College

• Jeff Harring, University of Maryland

• Yukie Toyama, University of California - Berkeley

• Annie Camey Kuo, Stanford University

• Kristin Keane, Stanford University

• Hsiaolin Hsieh, Stanford University

• Jackelyn Rivera-Orellana, Stanford University