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The effects of peer assisted learning strategies reading intervention on fifth and sixth grade English as a Second Language and English-proficient pairs.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The effects of peer assisted learning strategies reading intervention on fifth and sixth grade English as a Second Language and English-proficient pairs./
Author:	Jackson, Cynthia.
Description:	1 online resource (104 pages)
Notes:	Source: Masters Abstracts International, Volume: 78-04.
Contained By:	Masters Abstracts International78-04.
Subject:	Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10163051click for full text (PQDT)
ISBN:	9781369178241

The effects of peer assisted learning strategies reading intervention on fifth and sixth grade English as a Second Language and English-proficient pairs.
Jackson, Cynthia.

The effects of peer assisted learning strategies reading intervention on fifth and sixth grade English as a Second Language and English-proficient pairs. - 1 online resource (104 pages)

Source: Masters Abstracts International, Volume: 78-04.

Thesis (M.Ed.)--Texas A&M University - Commerce, 2016.

Includes bibliographical references

Lack of reading fluency is a problem affecting students across the nation (Stormont, 2012). Studies have shown that early intervention, before the third grade, is critical to ensuring that students reach grade level in reading (Stormont, 2012). However, fewer researchers have explored the effects of intense interventions at later grade levels, specifically interventions utilizing peer mentors with students who are English as a Second Language (ESL) learners. With this study, the researcher explored the effect of a peer learning strategy (PALS) pairing ESL students with English-proficient peers on fifth and sixth grade ESL students' word knowledge and comprehension. A quasi experiential design with random participant assignment to either a control or an intervention group was used. The results from the study indicated that no significant differences for word knowledge or comprehension among the groups for the pre and post the STAR Progress Monitor (STAR PM). There was, however, a significant difference among the intervention group from pre to post on the STAR PM in the negative direction. The Gray Oral Reading Test (GORT) was given to a subset of participants as a criterion measure to address concurrent and predictive validity. Presented in the following discussion are factors that influenced results, limitations, implications for practice, and suggested future research.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9781369178241Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

EnglishIndex Terms--Genre/Form:

542853
Electronic books.

The effects of peer assisted learning strategies reading intervention on fifth and sixth grade English as a Second Language and English-proficient pairs.
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504 $a Includes bibliographical references
520 $a Lack of reading fluency is a problem affecting students across the nation (Stormont, 2012). Studies have shown that early intervention, before the third grade, is critical to ensuring that students reach grade level in reading (Stormont, 2012). However, fewer researchers have explored the effects of intense interventions at later grade levels, specifically interventions utilizing peer mentors with students who are English as a Second Language (ESL) learners. With this study, the researcher explored the effect of a peer learning strategy (PALS) pairing ESL students with English-proficient peers on fifth and sixth grade ESL students' word knowledge and comprehension. A quasi experiential design with random participant assignment to either a control or an intervention group was used. The results from the study indicated that no significant differences for word knowledge or comprehension among the groups for the pre and post the STAR Progress Monitor (STAR PM). There was, however, a significant difference among the intervention group from pre to post on the STAR PM in the negative direction. The Gray Oral Reading Test (GORT) was given to a subset of participants as a criterion measure to address concurrent and predictive validity. Presented in the following discussion are factors that influenced results, limitations, implications for practice, and suggested future research.
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