Unraveling Contradictions: Which Glosses Facilitate Reading Comprehension Among ELLs, and Why?

This critical literature review provides study details for 36 studies examining the effect of glossing language acquisition among English learners (ELLs). Useful tables include specificity participants, gloss types, target vocabulary items and text information about all studies. An analysis these reveals that is an effective means to enhance reading comprehension ELLs. However, language—whether L1 or English, may depend on learner factors. Other findings importance proximity need glosses do not require readers leave access meaning. Considerations such as genre, length, targeted glossing, number gloss, presentation are also examined discussed, including which types result in trade-offs when used a promote incidental through independent reading. Several recommendations further research offered.