Calhoon, Mary Beth; Otaiba, Stephanie Al; Cihak, David; King, Amber; Avalos, Annalise
July 2007
Learning Disability Quarterly;Summer2007, Vol. 30 Issue 3, p169
Academic Journal
The purpose of this study was to examine the effect of a supplemental peer-mediated reading program on reading achievement of first graders (N = 76) in a two-way bilingual immersion (TWBI) program. Nearly 80% of students were Hispanic; of these, 24 were identified as English language learners (ELLs). Classrooms were randomly assigned to peer-assisted learning strategies (PALS) or contrast condition. PALS students participated in a 30-hour peer-mediated early literacy intervention that was conducted three times a week. Results showed statistically significant differences, with large effect sizes favoring PALS on phoneme segmentation fluency, nonsense word fluency, and oral reading fluency. Additionally, disaggregated results analyzed by subgroups (ELLs and English proficient) revealed a differential pattern in response to intervention. Implications of findings in relation to research and practice are discussed.


Related Articles

  • The Possible Cultural Consequences for Children as They Learn to Read in English at Primary Three in Singapore. Jones, Sally Ann // RELC Journal;Dec2010, Vol. 41 Issue 3, p229 

    This article presents the findings of an observation study of reading lessons in English at Primary Three in Singapore. The aims of the study were first to establish whether a common pedagogy to teach reading in English exists at this transition year of children’s schooling, and second...

  • A Reading Instruction Intervention Program for English-Language Learners Who Are Struggling Readers. Tam, Kai Yung (Brian); Heward, William L.; Heng, Mary Anne // Journal of Special Education;Summer2006, Vol. 40 Issue 2, p79 

    We used a multiple baseline across students design to evaluate the effects of an intervention program consisting of vocabulary instruction, error correction, and fluency building on oral reading rate and comprehension of five English-language learners who were struggling readers in a primary...

  • Speak English? Hembrough, Sarah // New Moon;Sep/Oct2005, Vol. 13 Issue 1, p14 

    Presents an article on studying the English language in primary schools in England.

  • SCHOLASTIC SCOPE® TEACHERS GUIDE VOL. 64 NO. 1 SEPTEMBER 2015.  // Scholastic Scope (Teacher's Edition);Sep2015, Vol. 64 Issue 1, pT-1 

    The article presents a lesson plan for primary education which teaches concepts about language including the conventions of standard English, narrative nonfiction, and understanding the elements of drama and making inferences.

  • One in five children still lacks basic skills, claims Ofsted.  // Education (14637073);10/7/2005, Issue 194, p1 

    Discusses the report "English 2000-05" released by the Office for Standards in Education (Ofsted) in Great Britain in 2005, which revealed that one in five children still lacks the basic reading and writing skills necessary for later life. Findings of the report on standards in English subject;...

  • The Integration of Peace Education in Reading Comprehension Lessons in Primary Schools. Hanna Onyi Yusuf // Journal of Language Teaching & Research;Jul2011, Vol. 2 Issue 4, p823 

    The paper examines the role of Peace Education in the primary School Curriculum. It also looks at the goals and tenets of Peace Education that can be integrated into the reading comprehension lessons in primary schools. The paper raised some challenges that English Language teachers may face in...

  • The English Language Curriculum in Malaysian Indigenous Primary Classrooms: The Reality and the Ideal. MIHAT, WARID // 3L: Southeast Asian Journal of English Language Studies;2015, Vol. 21 Issue 3, p1 

    The decision to introduce the Asli Penan Curriculum (KAP) was met with mixed reactions when it was officially announced in the Malaysian education development plan 2013-2015. This study explores the decision made by the MOE and discusses the implementation of the English KSSR in lower primary...

  • Using Factor Analysis to Investigate the Impact of Accommodations on the Scores of Students with Disabilities on a Reading Comprehension Assessment. Cook, Linda; Eignor, Daniel; Steinberg, Jonathan; Sawaki, Yasuyo; Cline, Frederick // Journal of Applied Testing Technology;2009, Vol. 10 Issue 2, p1 

    The purpose of this study was to investigate the impact of a read-aloud test change administered with the Gates-MacGinitie Reading Test (GMRT) on the underlying constructs measured by the Comprehension subtest. The study evaluated the factor structures for the Level 4 Comprehension subtest given...

  • The role of informal reading inventories in assessing word recognition. Walpole, Sharon; McKenna, Michael C. // Reading Teacher;Mar2006, Vol. 59 Issue 6, p592 

    The article highlights the role of informal reading inventories (IRI) in assessing word recognition. IRI provide teachers with efficient measures of oral reading fluency. Teachers could use a grade-level oral reading passage as a screening tool. If they assessed each of their students with that...


Read the Article


Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics