Interventions for English Learners With Learning Disabilities: 2002–2022

Abstract

This systematic review addresses the research gap in understanding the efficacy of experimental interventions designed to improve the academic outcomes of English Learners with Learning Disabilities (ELswLD). After conducting a rich evaluation of reviews related to English Learners and to students who have disabilities, we contextualize the need for a review that examines intervention research for K-12 students at the intersection of these populations that are twice affected by language and language development intricacies. A four-step literature search process identified 15 studies examining the intervention of K-12 ELswLD published between 2002 and 2022. Specifically, among the 15 selected studies, three interventions addressed vocabulary learning, three focused on mathematics problem-solving skills hindered by English vocabulary, six targeted reading comprehension, and three aimed to improve writing skills. The studies were analyzed for their characteristics, including research design, participants, intervention strategies, intensity/duration, dependent variables, and results. We also discuss the practical implications from the selected studies. Research findings revealed limited research on specific intervention approaches for ELswLD and the scarcity of technology-enhanced intervention. This review synthesizes these findings and offers valuable insights for researchers and practitioners seeking to improve academic outcomes for ELswLDs. The interventions will be of interest to educators interested in language development that leads to improving academic outcomes of English learners with learning disabilities.