WWC Reviews Study Comparing Two Approaches to Teaching Reading for ELL Students

Overall, the study found that a structured English immersion program was superior in teaching reading skills (as compared to a transitional Spanish to English reading program) to predominantly Spanish language youngsters, particularly at the lower grades (K-1). By grade 4, there were still significant differences on some measures, though others had diminished to statistically non-significant levels. The quick review is here: http://ies.ed.gov/ncee/wwc/publications/quickreviews/QRReport.aspx?QRId=155#go2
The study reported on is:
Slavin, R. E., Madden, N., Calderon, M., Chamberlain, A., & Hennessy, M. (2010). Reading and language outcomes of a five-year randomized evaluation of transitional bilingual education. Baltimore, MD: Johns Hopkins University.
The full report is available from Johns Hopkins University's School of Education website: http://www.bestevidence.org/bilingual.htm

Bi-lingual and immersion approaches found equally effective

The results of a randomized study, which compared reading performance of children exposed to either a bi-lingual or English immersion version of "Success for All" starting in kindergarten, were found to be comparable, according to a report in Education Week. The full report from the Johns Hopkins University Center for Research and Reform in Education is linked from the article.