Feasibility of the Knowledge, Language, and Inquiry (K.L.I.) Intervention for Multilingual English Learners
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| Title: | Feasibility of the Knowledge, Language, and Inquiry (K.L.I.) Intervention for Multilingual English Learners |
|---|---|
| Language: | English |
| Authors: | Jackie E. Relyea (ORCID |
| Source: | Journal of Educational Research. 2025 118(2):131-146. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A200283 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Grade 3 Primary Education Grade 4 Intermediate Grades Grade 5 Middle Schools |
| Descriptors: | Multilingualism, English (Second Language), Second Language Learning, Second Language Instruction, Intervention, Faculty Development, Teacher Attitudes, Grade 3, Grade 4, Grade 5, Elementary School Students, Pedagogical Content Knowledge, Lesson Plans, Vocabulary Development, Text Structure, Reading Instruction, Reading Comprehension, Inquiry, Active Learning, Small Group Instruction, English Learners, Time Management, Program Evaluation, Program Implementation, Achievement Gains, Educational Resources, Specialists, Literacy Education, Outcomes of Education |
| DOI: | 10.1080/00220671.2024.2449035 |
| ISSN: | 0022-0671 1940-0675 |
| Abstract: | This study evaluated the feasibility of the Knowledge, Language, and Inquiry (K.L.I.) intervention, designed to support Grades 3-5 multilingual students classified as English learners (ML-ELs) in building content knowledge, language skills, and reading comprehension through inquiry-based small-group instruction. Feasibility was examined across five dimensions--acceptability, practicality, integration, implementation fidelity, and effectiveness--using teacher interviews, ratings, lesson observations, and student and teacher learning outcome assessments. Findings suggest that the intervention was generally well-received by teachers, with structured lesson plans and resources facilitating implementation. Teachers demonstrated increased knowledge in reading instruction and the intervention following professional development, and students showed gains in vocabulary, text structure awareness, and topic-specific knowledge. However, time constraints during standardized testing periods limited consistent implementation. These findings inform the refinement of the K.L.I. intervention for broader application, emphasizing the need to address contextual challenges and conduct future evaluations to support its larger-scale implementation and improve ML-ELs' literacy outcomes. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2025 |
| Accession Number: | EJ1472730 |
| Database: | ERIC |
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| Abstract: | This study evaluated the feasibility of the Knowledge, Language, and Inquiry (K.L.I.) intervention, designed to support Grades 3-5 multilingual students classified as English learners (ML-ELs) in building content knowledge, language skills, and reading comprehension through inquiry-based small-group instruction. Feasibility was examined across five dimensions--acceptability, practicality, integration, implementation fidelity, and effectiveness--using teacher interviews, ratings, lesson observations, and student and teacher learning outcome assessments. Findings suggest that the intervention was generally well-received by teachers, with structured lesson plans and resources facilitating implementation. Teachers demonstrated increased knowledge in reading instruction and the intervention following professional development, and students showed gains in vocabulary, text structure awareness, and topic-specific knowledge. However, time constraints during standardized testing periods limited consistent implementation. These findings inform the refinement of the K.L.I. intervention for broader application, emphasizing the need to address contextual challenges and conduct future evaluations to support its larger-scale implementation and improve ML-ELs' literacy outcomes. |
|---|---|
| ISSN: | 0022-0671 1940-0675 |
| DOI: | 10.1080/00220671.2024.2449035 |
