Examining the effects of adapted peer tutoring on social and language skills of young English language learners

Abstract

The purpose of this study was to examine the effects of adapted peer tutoring (APT) on social interactions and early language and literacy skills of pre-school-age children who were English language learners (ELLs). APT was the treatment for this study. Quasi-experimental group comparison design was applied. Two inclusive pre-school classrooms were randomly assigned as the experimental group and two other classrooms were assigned as the comparison group. A total of 75 children participated in this study. The ELLs from the experimental group demonstrated significant improvement than their peers from the comparison group in positive social interaction behaviour, receptive language, and print knowledge. The total effect indicated that children's social interaction behaviour moderately mediated the APT effectiveness on language acquisition.

A review of the methodological characteristics of vocabulary interventions for emergent bilinguals in preschool to sixth grade

“…Eight studies featured comparison groups with unaligned conditions and used standardised measures to determine children's breadth of receptive vocabulary outcomes, all of which elicited students' oral responses (Alvarez‐Marinelli et al, 2016; Carlo et al, 2004; Crevecoeur et al, 2014; Dockrell et al, 2010; Farver et al, 2009; Lesaux et al, 2010; Uchikoshi, 2006; Xu, 2015). Two studies compared a context‐only approach (5) for one group and a no treatment approach (Uchikoshi, 2006), or a treatment‐as‐usual approach (0), for the other (Alvarez‐Marinelli et al, 2016).…”

“…Six studies (18%) did not report any information relating to EBs' SES, including more recent studies such as Alvarez-Marinelli et al (2016). Five studies (17%), including newer publications from August et al (2016) and Xu (2015), did not provide any quantitative data beyond narrative descriptions of participants such as 'low-income. '…”

Effective vocabulary interventions for young emergent bilinguals: A best‐evidence synthesis

“…For example, Ulanoff and Pucci (1999) established baseline equivalence by employing statistical adjustments through regressing pretest L2 receptive scores on posttest scores. Of the four studies that did not meet baseline equivalence, three did not disclose any information relating to differences between conditions (e.g., Avila & Sadoski, 1996;Leacox & Jackson, 2014;Xu, 2015) and one used a non-meaningbased measure, a non-verbal, phonological ability measure, to create equivalence (i.e., Dockrell et al, 2010). Experimental studies that did not meet attrition standards were able to ensure comparable groups by making statistical adjustments to their post-attrition analytic sample (August et al, 2016;Vadasy et al, 2015).…”

“…Since phonological ability is related to decoding rather than comprehension‐oriented outcomes, its indication of participants' equivalence on vocabulary knowledge is extraneous (e.g., Goodrich & Lonigan, 2017). Additionally, there were three studies (e.g., Avila & Sadoski, 1996; Leacox & Jackson, 2014; Xu, 2015) that did not disclose the differences found on baseline equivalence measures. This information should always be reported in order to ensure transparency and exemplify ways in which variation across samples could exist and be accounted for.…”

Természettudományos vizsgálatok környezetismeret-órán: egy tutorprogram tapasztalatai a tutordiákok nézőpontjából

“…Leung, 2015;Bowman-Perrott et al, 2019). Többféle területen, mint például az olvasás-szövegértés (Flores & Duran, 2016), a természettudományok (Ullah et al, 2018), a matematika (Alegre et al, 2019a) vagy az idegen nyelvek tanítása (Xu, 2015) során, de akár specifikusabb témákban, például az ápolóképzésben (Brannagan et al, 2013) is alkalmazható. A tutor általi tanulás kedvezően hat a tanulók tudásszintjére és készségeik fejlődésére.…”