Academic Effects of Peer-Mediated Interventions With English Language Learners

Abstract

The purpose of this article is to synthesize the extant research on peer-mediated interventions (PMIs) with English language learners (ELLs) in kindergarten through Grade 12. Fourteen studies that were published in peer-reviewed journals from 1983 to 2013 were examined in terms of study characteristics, the effects on academic outcomes, study quality, and overall effectiveness. Structured, heterogeneous grouping was used in the 10 peer pairing and 4 collaborative/cooperative grouping PMIs with ELLs. Eight of the 14 studies included high methodological quality. Overall, PMIs with ELLs are associated with medium to large effects on measures of phonemic awareness, vocabulary, and comprehension when compared to teacher-mediated comparison conditions. More research on PMIs with ELLs in high school and across core content areas, particularly mathematics, is warranted. Implications and future research for PMIs with ELLs are discussed.

Gaining Insight Into Human Nature: A Review of Literature Classroom Intervention Studies

“…We assessed methodological quality to evaluate the validity of the conclusions of the included studies. We used indicators based on standards available from reviews of previous educational intervention studies (e.g., Engberg, 2004; Gersten et al, 2005; Hebert, Simpson, & Graham, 2013; O’Donnell, 2008; Pyle, Pyle, Lignugaris/Kraft, Duran, & Akers, 2017), as well as handbooks about research design (e.g., Shadish et al, 2002) and curriculum design (e.g., Van den Akker, Gravemeijer, McKenney, & Nieveen, 2006).…”

Building Linguistically Integrated Classroom Communities: The Role of Teacher Practices

“…Beyond creating an environment in which EL-classified students have a sense of legitimacy and belonging in the classroom, teachers can also influence the development of the larger classroom community through facilitating their engagement with peers. Peer interactions are critical sites of learning for ELs, as research has shown that working closely with peers, either in pairs or in small groups, can benefit students academically and linguistically (Baker, Gersten, & Lee, 2002; Calderón, Slavin, & Sánchez, 2011; Cole, 2013; Gersten et al, 2007; Pyle, Pyle, Lignugaris/Kraft, Duran, & Akers, 2017). When Brooks and Thurston (2010) observed middle school students in different configurations of instruction—including whole group, small group, and one-on-one instruction—they reported that EL-classified students were more likely to participate verbally while interacting with a group of peers than with the whole class.…”

The Effects of Cooperative, Collaborative, and Peer-Tutoring Strategies on English Learners’ Reading and Speaking Proficiencies in an English-Medium Context: A Research Synthesis

“…The authors did not report country and grade level of the included studies. Pyle et al (2017) examined the impact of peer-mediated interventions (PMIs) on ELs from Kindergarten to grade 12; their review included 14 peer-reviewed journal publications from 1983 to 2013. The authors analyzed selected studies regarding intervention characteristics, the effect of PMIs on ELs' academic outcomes, methodological quality, and the effectiveness of pairing and cooperative/collaborative strategies under the umbrella of PMIs.…”

“…The authors analyzed selected studies regarding intervention characteristics, the effect of PMIs on ELs' academic outcomes, methodological quality, and the effectiveness of pairing and cooperative/collaborative strategies under the umbrella of PMIs. Pyle et al (2017) used fidelity of implementation (FOI) as an important quality indicator and concluded only eight studies had high methodological quality. They found that PMIs could support ELs' development in phonemic awareness, vocabulary, and comprehension.…”