NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1138132
Record Type: Journal
Publication Date: 2017-Mar
Pages: 28
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0013-5984
Effects of a Cross-Age Peer Learning Program on the Vocabulary and Comprehension of English Learners and Non-English Learners in Elementary School
Silverman, Rebecca D.; Martin-Beltran, Melinda; Peercy, Megan M.; Hartranft, Anna M.; McNeish, Daniel M.; Artzi, Lauren; Nunn, Stephanie
Elementary School Journal, v117 n3 p485-512 Mar 2017
This study evaluated the effects of a cross-age peer learning program targeting vocabulary and comprehension in kindergarten and fourth-grade classrooms with substantial proportions of English Learners (ELs). The study followed a quasi-experimental design with 12 classrooms (6 kindergarten and 6 fourth grade) in the intervention group and 12 classrooms (6 kindergarten and 6 fourth grade) in the comparison group. Students were assessed before and after the 14-week intervention via curriculum-aligned and norm-referenced vocabulary and comprehension assessments. Findings of analyses of researcher-developed measures showed positive and significant intervention effects on receptive and expressive vocabulary in kindergarten and fourth grade and comprehension (i.e., understanding of text and strategy use) in fourth grade. Findings of analyses of norm-referenced measures showed positive and significant intervention effects on receptive vocabulary in kindergarten. In general, the intervention had similar effects for ELs and non-ELs.
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Grade 4; Intermediate Grades; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A