ERIC Number: EJ786238
Record Type: Journal
Publication Date: 2007
Pages: 16
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0731-9487
EISSN: N/A
Effects of a Peer-Mediated Program on Reading Skill Acquisition for Two-Way Bilingual First-Grade Classrooms
Calhoon, Mary Beth; Al Otaiba, Stephanie; Cihak, David; King, Amber; Avalos, Annalise
Learning Disability Quarterly, v30 n3 p169-184 Sum 2007
The purpose of this study was to examine the effect of a supplemental peer-mediated reading program on reading achievement of first graders (N = 76) in a two-way bilingual immersion (TWBI) program. Nearly 80% of students were Hispanic; of these, 24 were identified as English language learners (ELLs). Classrooms were randomly assigned to peer-assisted learning strategies (PALS) or contrast condition. PALS students participated in a 30-hour peer-mediated early literacy intervention that was conducted three times a week. Results showed statistically significant differences, with large effect sizes favoring PALS on phoneme segmentation fluency, nonsense word fluency, and oral reading fluency. Additionally, disaggregated results analyzed by subgroups (ELLs and English proficient) revealed a differential pattern in response to intervention. Implications of findings in relation to research and practice are discussed. (Contains 5 tables and 1 figure.)
Descriptors: Intervention, Reading Fluency, Reading Skills, Reading Programs, Reading Achievement, Learning Strategies, Effect Size, Emergent Literacy, Peer Teaching, Hispanic American Students, English (Second Language), Grade 1, Comparative Analysis, Immersion Programs, Bilingualism, White Students, Spanish Speaking, Program Effectiveness
Council for Learning Disabilities. P.O. Box 4014, Leesburg, VA 20177. Tel: 571-258-1010; Fax: 571-258-1011; Web site: http://www.cldinternational.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards
WWC Study Page: http://ies.ed.gov/ncee/wwc/study/12818
IES Cited: ED497258; ED528940