Improving Reading Skills in Predominantly Hispanic Title 1 First–Grade Classrooms: The Promise of Peer–Assisted Learning Strategies

Abstract

The purpose of this study was to examine the efficacy of a supplemental peer-tutoring reading program on phonological and reading fluency skills of first graders (N = 78) who were in predominantly Hispanic Title 1 classrooms. Sixty-eight percent of the students were Hispanic, all were English speaking. Six classrooms were randomly assigned to either the peer-assisted learning strategies (PALS) program or a control condition. PALS students participated in a peer-mediated early literacy intervention three times a week for 20 weeks for a total of 30 hours. Reading fluency measures taken at fall, winter, and spring showed statistically significant differences favoring PALS on phoneme segmentation and nonsense word fluency. Additionally, results analyzed by ethnic subgroups (Hispanic and non-Hispanic) revealed a differential pattern of response to PALS intervention. Social validity questionnaires reported that teachers and students viewed PALS in a positive light.

Cooperative Learning in Schools

“…The children are taught simple strategies for helping each other, and are rewarded based on the learning of both members of the pair. Research on PALS in elementary and middle school math and reading has found positive effects of this approach on student achievement outcomes (e.g., Calhoon, 2005;Calhoon et al, 2006;Fuchs et al, 2001;Fuchs et al, 1999;Mathes and Babyak, 2001). Positive effects of a similar program called Classwide Peer Tutoring (Greenwood et al, 1989) have also been found, and another similar approach has been found to be effective in two Belgian studies Verhenge, 2005, 2008).…”

Small-Group, Computer-Assisted Tutoring to Improve Reading Outcomes for Struggling First and Second Graders

“…The computer poses a question or a task, and after the reader has given an answer, the computer gives the correct answer and the coach indicates whether or not the reader's response matched the computer's. Research on peerassisted learning strategies of this kind (though lacking computers) in early reading has found substantial positive effects on reading measures (Calhoon, Al Otaiba, Cihak, King, & Avalos, 2007;Calhoon, Al Otaiba, Greenberg, King, & Avalos, 2006;Greenwood et al, 1987;Mathes & Babyak, 2001;Mathes et al, 1998Mathes et al, , 2003. Slavin et al (2010), summarizing outcomes for struggling readers in studies of peer-assisted learning methods, reported a sample-size weighted mean effect size of 0.58 on independent reading measures.…”

Academic Effects of Peer-Mediated Interventions With English Language Learners

“…In the present review, studies were excluded if they did not describe replicable tutoring or cooperative learning procedures. Notably, only 3 of the 32 studies that were presented in Cole's meta-analysis met the inclusion criteria for this systematic review (Almaguer, 2005;Calhoon, Al Otaiba, Greenberg, King, & Avalos, 2006;Prater & Bemudez, 1993). Lou et al (1996) examined the effects of PMIs on student achievement at the elementary, secondary, and postsecondary levels.…”