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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.
Authors: Relyea, Jackie E., Davis, Dennis, Dobis, Corrie, Huang, Becky, Samuelson, Courtney
Source: Journal of Educational Research. 2025, Vol. 118 Issue 2, p131-146. 16p.
Subjects: English language, Reading, Comprehension, Literacy, Multilingualism
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. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Feasibility of the Knowledge, Language, and Inquiry (K.L.I.) intervention for multilingual English learners.
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  Data: <searchLink fieldCode="AR" term="%22Relyea%2C+Jackie+E%2E%22">Relyea, Jackie E.</searchLink><br /><searchLink fieldCode="AR" term="%22Davis%2C+Dennis%22">Davis, Dennis</searchLink><br /><searchLink fieldCode="AR" term="%22Dobis%2C+Corrie%22">Dobis, Corrie</searchLink><br /><searchLink fieldCode="AR" term="%22Huang%2C+Becky%22">Huang, Becky</searchLink><br /><searchLink fieldCode="AR" term="%22Samuelson%2C+Courtney%22">Samuelson, Courtney</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Educational+Research%22">Journal of Educational Research</searchLink>. 2025, Vol. 118 Issue 2, p131-146. 16p.
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  Data: <searchLink fieldCode="DE" term="%22English+language%22">English language</searchLink><br /><searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Comprehension%22">Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink>
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  Label: Abstract
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00220671.2024.2449035
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              Text: 2025
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