ERIC Number: ED336962
Record Type: RIE
Publication Date: 1987
Ecobehavioral Variables within a Classroom with Limited English Proficient Students.
Chavez, Gene T.; Arreaga-Mayer, Carmen
A study analyzed the effects of classwide peer tutoring on science vocabulary spelling achievement for three language groups in one school's sixth grade. The groups consisted of: (1) Spanish-dominant and limited-English-proficient (LEP) students (n=8); (2) students proficient at grade level in both Spanish and English (n=14); and (3) monolingual English speakers (n=5). For comparison of weekly spelling gains, the second and third groups were combined as one non-LEP group. Experimental stimuli were drawn from the sixth-grade science text. Results of weekly spelling pre- and post-tests demonstrated that the peer tutoring procedures resulted in gain scores for the three language groups. In addition, the Spanish-dominant LEP group made greater gains when compared to the non-LEP group. Implications for the design and implementation of peer tutoring programs for LEP students are discussed. An 11-item bibliography is included. (Author/MSE)
Descriptors: Achievement Gains, Bilingual Education, Bilingualism, Classroom Environment, Comparative Analysis, Grade 6, Instructional Effectiveness, Intermediate Grades, Language Dominance, Limited English Speaking, Monolingualism, Peer Teaching, Science Instruction, Spanish Speaking, Spelling, Vocabulary Development
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Note: In: Theory, Research and Applications: Selected Papers from the Annual Meeting of the National Association for Bilingual Education (16th, Denver, Colorado, March 30-April 3, 1987); see FL 019 511.