Peer-assisted learning strategies: A "Tier 1" approach to promoting English Learners response to intervention

Kristen L McMaster, Shu Hsuan Kung, Insoon Han, Marisa Cao

Research output: Contribution to journalArticlepeer-review

39 Scopus citations

Abstract

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 ofcovariance 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.

Original languageEnglish (US)
Pages (from-to)194-214
Number of pages21
JournalExceptional children
Volume74
Issue number2
DOIs
StatePublished - Jan 1 2008

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