It is expected that all students in the United States learn to read English well. This task is more complex for emergent bilinguals (EBs), the majority of whom speak Spanish, who are simultaneously developing their English language proficiency. Although several syntheses have documented the positive effects of shared book reading (SBR) in school settings on students’ language growth, the majority of these have either not included EBs or addressed their participants’ language learner status. In this review, we sought to identify all peer-reviewed experimental study reports examining the effects of SBR on language-related outcomes for Spanish-speaking EBs. We identified 17 relevant studies, 11 of which we determined met What Works Clearinghouse™ (WWC) quality standards with or without reservations. Of these, 10 also demonstrated statistically significant effects on at least one language-related outcome. Included studies primarily examined vocabulary outcomes, with mostly medium to large effect sizes found on researcher-designed (RD) measures. We reported on components found across different SBR interventions, and made recommendations for practice and future research.
*AugustD.ArtziL.BarrC. (2016). Helping ELLs meet standards in English language arts and science: An intervention focused on academic vocabulary. Reading & Writing Quarterly: Overcoming Learning Difficulties, 32(4), 373–396. https://doi.org/10.1080/10573569.2015.1039738
3.
*AugustD.ArtziL.BarrC.FrancisD. (2018). The moderating influence of instructional intensity and word type on the acquisition of academic vocabulary in young English language learners. Reading and Writing: An Interdisciplinary Journal, 31(4), 965–989. https://doi.org/10.1007/s11145-018-9821-1
4.
BakerD. L.BasarabaD. L.PolancoP. (2016). Connecting the present to the past: Furthering the research on bilingual education and bilingualism. Review of Research in Education, 40(1), 821–883. https://doi.org/10.3102/0091732x16660691
5.
BallardW. S.DaltonE. F.TigheP. L. (1991). IDEA Proficiency Test I, Oral, Grades K-6. Brea, CA: Ballard & Tighe.
6.
BarokovaM.Tager-FlusbergH. (2020). Commentary: Measuring language change through natural language samples. Journal of Autism and Developmental Disorders, 50(7), 2287–2306. https://doi.org/10.1007/978-1-4614-6435-8_102486-1
7.
BeckI. L.McKeownM. G.KucanL. (2013). Bringing words to life: Robust vocabulary instruction (2nd ed.). The Guilford Press.
8.
BedoreL. M.PeñaE. D.GillamR. B.HoT. H. (2010). Language sample measures and language ability in Spanish-English bilingual kindergarteners. Journal of Communication Disorders, 43(6), 498–510. https://doi.org/10.1016/j.jcomdis.2010.05.002
BlokH. (1999). Reading to young children in educational settings: A meta-analysis of recent research. Language Learning, 49(2), 343–371. https://doi.org/10.1111/0023-8333.00091
11.
BoozerM. A.KruegerA. B.WolkonS. (1992). Race and school quality since Brown vs. Board of Education (NBER Working Paper #4109). National Bureau of Economic Research.
*CorreaV.LoY.-y.Godfrey-HurrellK.SwartK.BakerD. L. (2015). Effects of adapted dialogic reading on oral language and vocabulary knowledge of Latino preschoolers at risk for English language delays. Multiple Voices for Ethnically Diverse Exceptional Learners, 15(2), 3–21.
16.
CoyneM. D.McCoachD. B.LoftusS.ZipoliR.Jr.RubyM.CrevecoeurY. C.KappS. (2010). Direct and extended vocabulary instruction in kindergarten: Investigating transfer effects. Journal of Research on Educational Effectiveness, 3(2), 93–120. https://doi.org/10.1080/19345741003592410
17.
CrawfordC.CribbJ. (2015). The link between childhood reading skills and adult outcomes: Analysis of a cohort of British children (IFS Briefing Note BN169). The Institute for Fiscal Studies. https://ifs.org.uk/uploads/publications/bns/BN169.pdf
18.
CreswellJ. W. (2015). Educational research: Planning, conducting and evaluating quantitative and qualitative research. Pearson Education, Inc.
19.
*Cruz de QuirósA. M.Lara-AlecioR.TongF.IrbyB. J. (2010). The effect of a structured story reading intervention, story retelling and higher order thinking for English language and literacy acquisition. Journal of Research in Reading, 35(1), 87–113. http://dx.doi.org/10.1111/j.1467-9817.2010.01472.x
20.
CunninghamA. E.StanovichK. E. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33(6), 934–945. https://doi.org/10.1037/0012-1649.33.6.934
21.
Darling-HammondL. (1998). Unequal opportunity: Race and education. The Brookings Review, 16(2), 28–32. https://doi.org/10.2307/20080779
22.
De TempleJ.SnowC. E. (2003). Learning words from books. In van KleeckA.StahlS. A.BauerE. B. (Eds.), On reading books to children: Parents and teachers (pp. 15–34). Lawrence Erlbaum Associates.
23.
DukeN. K.CartwrightK. B. (2021). The science of reading progresses: Communicating advances beyond the simple view of reading. Reading Research Quarterly. https://doi.org/10.1002/rrq.411
24.
DunnL. M.DunnL. M. (1997). Peabody Picture Vocabulary Test-IIIA (3rd ed.). American Guidance Service.
25.
DunnL. M.DunnL. M. (2007). Peabody Picture Vocabulary Test (4th ed). American Guidance Service.
26.
DunnL.LugoS.PadillaR.DunnL. (1986). Test de Vocabulario en Imagenes. American Guidance Service.
EllisP. D. (2010). The essential guide to effect sizes: Statistical power, meta-analysis, and the interpretation of research results. Cambridge University Press.
31.
FisherD.FloodJ.LappD.FreyN. (2004). Interactive read-alouds: Is there a common set of implementation practices?The Reading Teacher, 58(1), 8–17. https://doi.org/10.1598/rt.58.1.1
GámezP. B.GonzálezD.UrbinL. M. (2017). Shared book reading and English learners’ narrative production and comprehension. Reading Research Quarterly, 52(3), 275–290. https://doi.org/10.1002/rrq.174
34.
GarcíaI. (2020). Cultural insights for planners: Understanding the terms Hispanic, Latino, and Latinx. Journal of the American Planning Association, 86(4), 393–402. https://doi.org/10.1080/01944363.2020.1758191
*GiamboD.McKinneyJ. (2004) The effects of a phonological awareness intervention on the oral English proficiency of Spanish-speaking kindergarten children. TESOL Quarterly, 38, 95–117. https://doi.org/10.2307/3588260
37.
GoldenbergC. (2020). Reading wars, reading science, and English learners. Reading Research Quarterly, 55, S131–S144. https://doi.org/10.1002/rrq.340
38.
*GoodrichJ. M.LoniganC. J.FarverJ. A. M. (2017). Impacts of a literacy-focused preschool curriculum on the early literacy skills of language-minority children. Early Child Research Quarterly, 40, 13–24. https://doi.org/10.1016/j.ecresq.2017.02.001
HålandA.HoemT. F.McTigueE. M. (2021). The quantity and quality of teachers’ self-perceptions of read-aloud practices in Norwegian first grade classrooms. Early Childhood Education Journal, 49(1), 1–14. https://doi.org/10.1007/s10643-020-01053-5
41.
HargraveA. C.SénéchalM. (2000). A book reading intervention with preschool children who have limited vocabularies: The benefits of regular reading and dialogic reading. Early Childhood Research Quarterly, 15(1), 75–90. https://doi.org/10.1016/s0885-2006(99)00038-1
42.
HernandezD. J. (2011). Double jeopardy: How third-grade reading skills and poverty influence high school graduation. The Annie E. Casey Foundation. https://www.aecf.org/resources/double-jeopardy
43.
HindmanA. H.WasikB. A.ErhartA. C. (2012). Shared book reading and Head Start preschoolers’ vocabulary learning: The role of book-related discussion and curricular connections. Early Education and Development, 23(4), 451–474. https://doi.org/10.1080/10409289.2010.537250
HooverW. A.TunmerW. E. (2018). The simple view of reading: Three assessments of its adequacy. Remedial and Special Education, 39(5), 304–312. https://doi.org/10.1177/0741932518773154
46.
*HuennekensM. E.XuY. (2010). Effects of a cross-linguistic storybook intervention on the second language development of two preschool English language learners. Early Childhood Education Journal, 38(1), 19–26. https://doi.org/10.1007/s10643-010-0385-1
47.
HussarB.ZhangJ.HeinS.WangK.RobertsA.CuiJ.SmithM.Bullock MannF.BarmerA.DiligR. (2020). The condition of education 2020 (NCES 2020-144). National Center for Education Statistics. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2020144
48.
IrwinV.ZhangJ.WangX.HeinS.WangK.RobertsA.YorkC.BarmerA.Bullock MannF.DiligR.ParkerS. (2021). Report on the condition of education 2021 (NCES 2021-144). National Center for Education Statistics. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2021144
49.
KamilM. L.HiebertE. H. (2005). Teaching and learning vocabulary: Perspectives and persistent issues. In HiebertE. H.KamilM. L. (Eds.), Teaching and learning vocabulary: Bringing research to practice. Lawrence Erlbaum Associates.
50.
KarweitN.WasikB. A. (1996). The effects of story reading programs on literacy and language development of disadvantaged preschoolers. Journal of Education for Students Placed at Risk, 1(4), 319–348. https://doi.org/10.1207/s15327671espr0104_4
51.
*LeacoxL.JacksonC. W. (2014). Spanish vocabulary-bridging technology-enhanced instruction for young English language learners’ word learning. Journal of Early Childhood Literacy, 14(2), 175–197. https://doi.org/10.1177/1468798412458518
52.
LefebvreP.TrudeauN.SuttonA. (2011). Enhancing vocabulary, print awareness and phonological awareness through shared storybook reading with low-income preschoolers. Journal of Early Childhood Literacy, 11(4), 453–479. https://doi.org/10.1177/1468798411416581
53.
LoniganC. J.AnthonyJ. L.BloomfieldB. G.DyerS. M.SamwelC. S. (1999). Effects of two shared-reading interventions on emergent literacy skills of at-risk preschoolers. Journal of Early Intervention, 22(4), 306–322. https://doi.org/10.1177/105381519902200406
54.
LoniganC. J.Clancy-MenchettiJ.PhillipsB. M.McDowellK.FarverJ. M. (2005). Literacy express: A preschool curriculum. Tallahassee, FL: LiteracyExpress.
55.
LoniganC. J.ShanahanT.CunninghamA. (2008). Impact of shared-reading interventions on young children’s early literacy skills. In Developing early literacy: Report of the National Early Literacy Panel (pp. 153–171). National Institute for Literacy. https://lincs.ed.gov/publications/pdf/NELPReport09.pdf
56.
*Lugo-NerisM. J.JacksonC. W.GoldsteinH. (2010). Facilitating vocabulary acquisition of young English language learners. Language, Speech, and Hearing Services in Schools, 41(3), 314–327. https://doi.org/10.1044/0161-1461(2009/07-0082)
57.
MarulisL. M.NeumanS. B. (2010). The effects of vocabulary intervention on young children’s word learning: A meta-analysis. Review of Educational Research, 80(3), 300–335. https://doi.org/10.3102/0034654310377087
58.
McCaffreyM.HisrichK. E. (2017). Read-alouds in the classroom: A pilot study of teachers’ self-reporting practices. Reading Improvement, 54(3), 93–100.
59.
McKenzieJ. E.BrennanS. E.RyanR. E.ThomsonH. J.JohnstonR. V.ThomasJ. (2020). Chapter 3: Defining the criteria for including studies and how they will be grouped for the synthesis. In HigginsJ. P. T.ThomasJ.ChandlerJ.CumpstonM.LiT.PageM. J.WelchV. A. (Eds.), Cochrane handbook for systematic reviews of interventions version 6.1 (updated September 2020). Cochrane. https://training.cochrane.org/handbook/current/chapter-03
60.
*MéndezL. I.CraisE. R.CastroD. C.KainzK. (2015). A culturally and linguistically responsive vocabulary approach for young Latino dual language learners. Journal of Speech, Language, and Hearing Research, 58(1), 93–106. https://doi.org/10.1044/2014_JSLHR-L-12-0221
61.
*MéndezL. I.CraisE. R.KainzK. (2018). The impact of individual differences on a bilingual vocabulary approach for Latino preschoolers. Journal of Speech, Language, and Hearing Research, 61(4), 897–909. https://doi.org/10.1044/2018_JSLHR-L-17-0186
62.
MoherD.LiberatiA.TetzlaffJ.AltmanD.GroupP. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. PLoS Med, 6(7), e1000097. https://doi.org/10.7326/0003-4819-151-4-200908180-00135
63.
MolS. E.BusA. G.de JongM. T. (2009). Interactive book reading in early education: A tool to stimulate print knowledge as well as oral language. Review of Educational Research, 79(2), 979–1007. https://doi.org/10.3102/0034654309332561
64.
MorrowL. M.BrittainR. (2003). The nature of storybook reading in the elementary school: Current practices. In van KleeckA.StahlS. A.BauerE. B. (Eds.), On reading books to children: Parents and teachers (pp. 140–158). Lawrence Erlbaum Associates.
National Academies of Sciences, Engineering, and Medicine. (2017). Promoting the educational success of children and youth learning English: Promising futures. The National Academies Press. https://doi.org/10.17226/24677.
67.
National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common core state standards. https://www.corestandards.org
68.
National Reading Panel. (2000). Report of the National Reading Panel: Teaching children to read – Reports of the subgroups. National Institute of Child Health and Development.
69.
ParadisJ. (2016). The development of English as a second language with and without specific language impairment: Clinical implications. Journal of Speech, Language, and Hearing Research, 59(1), 171–182. https://doi.org/10.1044/2015_jslhr-l-15-0008
PeñaE. D.KesterE. S.ShengL. (2012). Semantic development in Spanish-English bilinguals. In GoldsteinB. A. (Ed.), Bilingual language development and disorders in Spanish-English speakers (pp. 131–149). Paul H. Brookes Publishing Co.
72.
PicoD. L. (2020, February). Interactive read-alouds with Spanish-speaking English language learners: A review of the literature [Poster presented]. The Council of Exceptional Children Convention and Expo, Portland, OR.
73.
*Pollard-DurodolaS. D.GonzalezJ. E.SaenzL.ResendezN.KwokO.ZhuL.DavisH. (2018). The effects of content-enriched shared book reading versus vocabulary-only discussions on the vocabulary outcomes of preschool dual language learners. Early Education and Development, 29(2), 245–265. https://doi.org/10.1080/10409289.2017.1393738
74.
*Pollard-DurodolaS. D.GonzalezJ. E.SaenzL.SoaresD.ResendezN.KwokO.DavisH.ZhuL. (2016). The effects of content-related shared book reading on the language development of preschool dual language learners. Early Childhood Research Quarterly, 36, 106–121. https://doi.org/10.1016/j.ecresq.2015.12.004
75.
ProctorC. P.AugustD.CarloM. S.SnowC. (2006). The intriguing role of Spanish language vocabulary knowledge in predicting English reading comprehension. Journal of Educational Psychology, 98(1), 159–169. https://doi.org/10.1037/0022-0663.98.1.159
76.
*RestrepoM. A.CastillaA. P.SchwanenflugelP. J.Neuharth-PritchettS.HamiltonC. E.ArboledaA. (2010). Effects of a supplemental Spanish oral language program on sentence length, complexity, and grammaticality in Spanish-speaking children attending English-only preschools. Language, Speech, and Hearing Services in Schools, 41(1), 3–13. https://doi.org/10.1044/0161-1461(2009/06-0017)
77.
*RestrepoM. A.MorganG. P.ThompsonM. S. (2013). The efficacy of a vocabulary intervention for dual-language learners with language impairment. Journal of Speech, Language, and Hearing Research, 56(2), 748–765. https://doi.org/10.1044/1092-4388(2012/11-0173)
78.
RolstadK.MahoneyK.GlassG. V. (2005). The big picture: A meta-analysis of program effectiveness research on English language learners. Educational Policy, 19(4), 572–594. https://doi.org/10.1177/0895904805278067
79.
SandercockP. (2011). The authors say: “The data are not so robust because of heterogeneity”–So, how should I deal with this systematic review?Cerebrovascular Diseases, 31(6), 615–620. https://doi.org/10.1159/000326068
80.
ScarboroughH. S. (2002). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In NeumanS. B.DickinsonD. K. (Eds.), Handbook of early literacy research (pp. 97–110). The Guilford Press.
ScruggsT. E.MastropieriM. A. (1998). Summarizing single-subject research: Issues and applications. Behavior Modification, 22(3), 221–242. https://doi.org/10.1177/01454455980223001
83.
ShueyE.KankarašM. (2018). The power and promise of early learning (OECD Education Working Papers, No. 186). OECD Publishing. http://dx.doi.org/10.1787/f9b2e53f-en
84.
SlavinR. E.CheungA. (2005). A synthesis of research on language of reading instruction for English language learners. Review of Educational Research, 75(2), 247–284. https://doi.org/10.3102/00346543075002247
85.
SoiferL. H. (2011). Development of oral language and its relationship to literacy. In BirshJ. R. (Ed.), Multisensory teaching of basic language skills (pp. 49–91). Paul H. Brookes Publishing Co.
86.
SparksR. L.PattonJ.MurdochA. (2014). Early reading success and its relationship to reading achievement and reading volume: Replication of “10 years later.” Reading and Writing: An Interdisciplinary Journal, 27(1), 189–211. https://doi.org/10.1007/s11145-013-9439-2
87.
*SpoonerF.RiveraC. J.BrowderD. M.BakerJ. N.SalasS. (2009). Teaching emergent literacy skills using cultural contextual story-based lessons. Research and Practice for Persons With Severe Disabilities, 34(3/4), 102–112. https://doi.org/10.2511/rpsd.34.3-4.102
88.
StahlS. A. (2005). Four problems with teaching word meanings (and what to do to make vocabulary an integral part of instruction). In HiebertE. H.KamilM. L. (Eds.), Teaching and learning vocabulary: Bringing research to practice. Lawrence Erlbaum Associates.
89.
SwansonE.VaughnS.WanzekJ.PetscherY.HeckertJ.CavanaughC.KraftG.TackettK. (2011). A synthesis of read-aloud interventions on early reading outcomes among preschool through third graders at risk for reading difficulties. Journal of Learning Disabilities, 44(3), 258–275. https://doi.org/10.1177/0022219410378444
90.
Taboada BarberA.CartwrightK. B.HancockG. R.KlaudaS. L. (2021). Beyond the simple view of reading: The role of executive functions in emergent bilinguals’ and English monolinguals’ reading comprehension. Reading Research Quarterly, 56(S1), S45–S64. https://doi.org/10.1002/rrq.385
ValdeónR. A. (2013). The use of Latin American, Hispanic and Latino in US academic articles, 2000–2010. Terminology. International Journal of Theoretical and Applied Issues in Specialized Communication, 19(1), 112–137. https://doi.org/10.1075/term.19.1.05val
94.
Valdez-MenchacaM. C.WhitehurstG. J. (1992). Accelerating language development through picture book reading: A systematic extension to Mexican day care. Developmental Psychology, 28(6), 1106–1114. https://doi.org/10.1037/0012-1649.28.6.1106
95.
*Van HornD.KanP. F. (2016). Fast mapping by bilingual children: Storybooks and cartoons. Child Language Teaching & Therapy, 32(1), 65–77. https://doi.org/10.1177/0265659015584975
96.
WasikB. A.BondM. A. (2001). Beyond the pages of a book: Interactive book reading and language development in preschool classrooms. Journal of Educational Psychology, 93(2), 243–250. https://doi.org/10.1037/0022-0663.93.2.243
WhitehurstG. J.FalcoF. L.LoniganC. J.FischelJ. E.DeBarysheB. D.Valdez-MenchacaM. C.CaulfieldM. (1988). Accelerating language development through picture book reading. Developmental Psychology, 24(4), 552–559. https://doi.org/10.1037/0012-1649.28.6.1106
99.
WiigE. H.SemelE.SecordW. A. (2013). Clinical evaluation of language fundamentals–fifth edition (CELF-5). Bloomington, MN: NCS Pearson.
100.
WilliamsK. (2007). Expressive Vocabulary Test (2nd ed.). Psychological Corporation. American Guidance Service.
101.
ZuckerT. A.BowlesR.PentimontiJ.TambyrajaS. (2021). Profiles of teacher and child talk during early childhood classroom shared book reading. Early Childhood Research Quarterly, 56, 27–40. https://doi.org/10.1016/j.ecresq.2021.02.006
102.
ZuckerT. A.CarloM. S.LandryS. H.Masood-SaleemS. S.WilliamsJ. M.BhavsarV. (2019). Iterative design and pilot testing of the developing talkers tiered academic language curriculum for pre-kindergarten and kindergarten. Journal of Research on Educational Effectiveness, 12(2), 274–306. https://doi.org/10.1080/19345747.2018.1519623
Supplementary Material
Please find the following supplemental material available below.
For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.
For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.
