ERIC Number: EJ746741
Record Type: Journal
Publication Date: 2006-Nov
Pages: 12
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0938-8982
EISSN: N/A
Improving Reading Skills in Predominantly Hispanic Title 1 First-Grade Classrooms: The Promise of Peer-Assisted Learning Strategies
Calhoon, Mary Beth; Al Otaiba, Stephanie; Greenberg, Daphne; King, Amber; Avalos, Annalise
Learning Disabilities Research & Practice, v21 n4 p261-272 Nov 2006
The purpose of this study was to examine the efficacy of a supplemental peer-tutoring reading program on phonological and reading fluency skills of first graders (N=78) who were in predominantly Hispanic Title 1 classrooms. Sixty-eight percent of the students were Hispanic, all were English speaking. Six classrooms were randomly assigned to either the peer-assisted learning strategies (PALS) program or a control condition. PALS students participated in a peer-mediated early literacy intervention three times a week for 20 weeks for a total of 30 hours. Reading fluency measures taken at fall, winter, and spring showed statistically significant differences favoring PALS on phoneme segmentation and nonsense word fluency. Additionally, results analyzed by ethnic subgroups (Hispanic and non-Hispanic) revealed a differential pattern of response to PALS intervention. Social validity questionnaires reported that teachers and students viewed PALS in a positive light.
Descriptors: Reading Skills, Hispanic American Students, Grade 1, Learning Strategies, Peer Teaching, Tutoring, Reading Programs, Reading Fluency, Emergent Literacy, Intervention, Ethnic Groups, Questionnaires, Teacher Attitudes, Student Attitudes
Blackwell Publishing. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8599; Fax: 781-388-8232; e-mail: customerservices@blackwellpublishing.com; Web site: http://www.blackwellpublishing.com/jnl_default.asp
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; 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/70924
IES Cited: ED528940