UC Riverside

A large number of students do not achieve proficient levels in reading achievement. Further, an even higher percentage of students who are English language learners (ELLs) fail to reach reading proficiency across the nation – an achievement gap that has been consistent for decades (NAEP, 2015). With the ELL population continuously growing annually, it is important to focus efforts for improving skills of these students. Factors in the home environment, including parental involvement, are essential supports for children given that early literacy skill acquisition is predictive of emergent literacy skills, including oral language (Farver, Xu, Eppe, Lonigan, 2006; Farver, Xu, Lonigan, & Eppe, 2013). This paper will review the literature on home-based literacy interventions for ELLs and their families. Specifically, information will be gathered in order to form conclusions about the types of home-based literacy interventions in the research literature that are most effective. Further, this review will review existing cultural adaptations implemented in home-based interventions for ELL families and will discuss the cultural implications.