Peer-assisted learning strategies: A " tier 1 " approach to promoting english learners' response to intervention

• Autores: Kristen L. McMaster, Shu-Hsuan Kung, Insoon Han, Marisa Cao
• Localización: Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 74, Nº. 2, 2008, págs. 194-214
• Idioma: inglés
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• Dialnet Métricas: 1 Cita
• Resumen

  • This study determined the effectiveness of Kindergarten Peer-Assisted Learning Strategies (K-PALS) for English Learners (ELs). We compared 20 K-PALS ELs to 20 Control ELs and to 20 K-PALS non-ELs on early reading skill acquisition, using a pretest-posttest control group design with matched samples. we also compared proportions of ELs unresponsive to K-PALS to ELs unresponsive to traditional instruction. Teachers implemented K-PALS 4 times per week for 18 weeks. Following intervention, analyses of covariance on posttest measures indicated that K-PALS ELs performed reliably higher than Control ELs on measures of phonemic awareness and letter sound recognition, and they performed similarly to K-PALS non-ELs. Findings are discussed in terms of K-PALS efficacy for ELs in a response-to-intervention framework.