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From http://blogs.edweek.org/edweek/learning-the-language/2014/03/english-learners_literacy_impr.html

ELLs' Literacy Improved Under Popular Instructional Model, Study Finds
By Lesli A. Maxwell
March 7, 2014

The first phase of a multiyear evaluation of an instructional approach used by teachers with large numbers of English-learners in their mainstream classrooms found that literacy outcomes for ELLs improved, and their progress did not come at the expense of their English-proficient peers.

The experimental study of Project GLAD—or Guided Language Acquisition and Development—was conducted by researchers at Education Northwest, and involved more than 2,000 5th-grade students in 30 Idaho elementary schools. Project GLAD is used by nearly 50,000 teachers in 13 states, and has been especially popular in schools on the West Coast.

Early results from the randomized, controlled trial showed that English-learners in classrooms where Project GLAD was used by teachers performed better in reading comprehension and vocabulary and they scored higher for ideas they used in their essays and how they organized their writing than their ELL peers who were in non-Project GLAD classrooms. Their performance, however, did not catch up to that of their English-proficient peers, the results showed.

Read the full article and watch a video about the results at http://blogs.edweek.org/edweek/learning-the-language/2014/03/english-learners_literacy_impr.html