ERIC Number: EJ1047469
Record Type: Journal
Publication Date: 2014-Sep
Abstractor: As Provided
Speaking to Read: Meta-Analysis of Peer-Mediated Learning for English Language Learners
Cole, Mikel W.
Journal of Literacy Research, v46 n3 p358-382 Sep 2014
This meta-analysis examines the effectiveness of a group of instructional approaches (i.e., cooperative, collaborative, and peer tutoring) at improving literacy outcomes for English language learners. Main effects analyses of a sample of 28 experimental and quasi-experimental studies reveal that peer-mediation is more effective for ELLs than individualized or teacher-centered comparison conditions (g = 0.486, SE = 0.121, p <0.001). A number of potential moderators were examined, and two study quality variables proved significant. Also, grade level was a significant moderator, with middle school students demonstrating much smaller gains than elementary or high school students. Finally, descriptive analysis of moderators provides tentative evidence that ELLs showed greater gains on word-level outcomes than text-level outcomes and that interventions for which peer-mediation was one of several tightly-woven components were twice as effective as interventions utilizing peer-mediation alone.
Descriptors: Teaching Methods, Meta Analysis, Intervention, Instructional Effectiveness, Literacy, English Language Learners, Middle School Students, High School Students, Elementary School Students, Quasiexperimental Design, Outcomes of Education, Literacy Education, Individualized Instruction, Peer Teaching, Cooperative Learning, Tutoring, Sociocultural Patterns, Learning Theories, Psycholinguistics, Linguistic Theory, Second Language Learning, Regression (Statistics)
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Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Middle Schools; Secondary Education; Junior High Schools; High Schools; Elementary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A