A Meta-Analysis of Tier 2 Early Literacy Interventions for Young Dual Language Learners

This meta-analysis synthesized findings from experimental and quasi-experimental studies examining the effects of Tier 2 early literacy interventions for dual language learners (DLLs), based on a comprehensive search of studies published between 2008 and 2024. Fourteen studies met the inclusion criteria and contributed a total of 77 effect sizes. The authors used random-effects meta-analysis to estimate the overall impact of interventions and conducted mixed-effects meta-regression to examine potential moderators of effect size. Results indicated a statistically significant overall effect of Tier 2 early literacy interventions on DLLs’ literacy outcomes (g = 0.47, p < .001). Interventions delivered by school-based specialists (e.g., literacy specialists, speech-language pathologists) and research team members demonstrated larger effects than those delivered by classroom teachers. Similarly, interventions lasting 11–15 wk were more effective than shorter-duration interventions. These findings support the effectiveness of Tier 2 early literacy interventions for DLLs and highlight the importance of improving literacy outcomes for DLLs. Implications for future research and practice are discussed.Impact StatementThis meta-analysis examined Tier 2 early literacy interventions for dual language learners (DLLs). Findings indicate that targeted small-group interventions have a significant impact on literacy outcomes, particularly when delivered by trained specialists over extended periods. These results provide actionable guidance for educators, school psychologists, and researchers dedicated to promoting equitable early literacy support for DLLs.