An important way to address the literacy needs of English learners (ELs) is to ensure that ELs receive evidence-based literacy instruction and intervention. To support teachers’ implementation of this instruction and intervention, it is necessary to provide effective professional development (PD). In this systematic review, we synthesized 19 studies that investigated PD on literacy instruction and intervention for ELs. Findings revealed that although PD often targets teachers’ implementation of literacy instruction, PD is less likely to focus on teachers’ implementation of literacy interventions for ELs experiencing reading difficulties. Nonetheless, PD programs typically resulted in positive changes in teachers’ knowledge and practices. However, only 12 of the studies reported on student outcomes. We conclude with research and practical implications related to PD for teachers of ELs that is responsive to the needs of ELs.

解决英语学习者 (EL) 读写需求的一个重要方法是确保 EL 接受基于证据的读写指导和干预。为了支持教师实施这种指导和干预，有必要提供有效的专业发展（PD）。在本系统评价中，我们综合了 19 项研究 PD 对 EL 扫盲教学和干预的调查。调查结果显示，虽然 PD 通常针对教师实施扫盲教学，但 PD 不太可能关注教师对阅读困难的 EL 实施扫盲干预。尽管如此，PD 项目通常会导致教师的知识和实践发生积极变化。然而，只有 12 项研究报告了学生的成绩。