Summary of Findings:
One fundamental goal of reading instruction is to develop the reading fluency, comprehension, and stamina required to use reading as a tool for learning. This goal is the same for all students, regardless of background or initial level of English proficiency. English language learners (ELLs) often require more reading practice than students learning to read in their first language. This article reviews research measuring the impact of structured silent reading instruction on the performance of ELLs on a state reading assessment. The results showed that ELL students who used Reading Plus with fidelity achieved gains 1.5 to 2 times as large as those achieved by students who did not use the program.
“These observations provide compelling evidence that structured silent reading practice is a highly effective educational support for developing reading proficiency in ELL students.”
