NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ896801
Record Type: Journal
Publication Date: 2010
Pages: 25
Abstractor: As Provided
Reference Count: 62
ISSN: ISSN-1057-3569
Using Curriculum-Based Measurement to Monitor Secondary English Language Learners' Responsiveness to Peer-Mediated Reading Instruction
Wayman, Miya Miura; McMaster, Kristen L.; Saenz, Laura M.; Watson, Jill A.
Reading & Writing Quarterly, v26 n4 p308-332 2010
The purpose of this article is to explore the use of reading aloud and maze Curriculum-Based Measures (CBMs) to evaluate the responsiveness of secondary-level English language learners (ELLs) to peer-mediated instruction. First, we briefly summarize research on instructional practices for ELLs, highlighting the need for further work to identify scientifically based assessment and interventions for diverse learners. Second, we review research on Peer-Assisted Learning Strategies for general classroom use as well as for use with ELLs. Third, we review research on CBM, including evidence supporting its use with ELLs. Finally, we illustrate how CBM can be used to evaluate ELLs' responsiveness to PALS, using case examples drawn from a study of PALS for secondary-level ELLs. We discuss factors to consider when assessing ELLs' responsiveness to scientifically based instruction and directions for future research. (Contains 1 table and 4 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A