Peer-Assisted Learning Strategies for English Language Learners with Learning Disabilities

Abstract

This study assessed the effects of Peer-Assisted Learning Strategies (PALS), a reciprocal classwide peer-tutoring strategy, on the reading performance of native Spanish-speaking students with learning disabilities (LD) and their low-, average-, and high-achieving classroom peers. Participants were 132 native Spanish-speaking English language learners (ELL) in Grades 3 through 6, along with their 12 reading teachers. Teachers were assigned randomly to PALS and contrast groups. PALS sessions were conducted 3 times a week for 15 weeks. Students were tested before and after treatment. PALS students outgrew contrast students on reading comprehension, and those effects were not mediated by student type.

Reciprocal Teaching for English and Arabic Language Learners in Recent Studies

“…To consider as irrelevant in terms of learning? Let us not forget that it is also the source of positive results, particularly in the area of reading comprehension (Sáenz, Fuchs, & Fuchs, 2005;Sutherland & Snyder, 2007). These authors noted many positive impact at this level, phenomenon due by them to the interactive aspect of the method.…”

The Effects of Two Curriculum Interventions on the Academic Achievement of English Language Learners

“…This amount of variability is important since researchers cite the lack of effective ways to teach ELLs with learning disabilities as an important factor contributing to the achievement gap (Sáenz et al, 2005). The findings support the need to find effective ways to help ELLs improve their achievement, especially if they are also identified as students with a disability.…”

“…The last independent variable was identification as a student with disabilities (SWD). Little research has been focused on determining effective programs for ELLs with disabilities (Sáenz et al, 2005).…”

“…Once students are identified, schools need to determine the best program to address the needs of ELLs with learning disabilities. Sáenz et al (2005) advocate the use of peer tutors and cooperative learning to help ELLs with disabilities succeed in the classroom. The DL program in the study employed peer tutoring as a main part of their program objectives and also strived for a diverse student body including students with special needs (Forbes-Ullrich & Perdomo, 2005).…”

Sharing the Looking Glass: Examining Action Research with Early Literacy Teachers in Lesotho, Africa

“…Research has confirmed that learning to read and write in an alphabetic language requires quality literacy instruction that includes skills in oral language and reading-related skills, including phonemic awareness, phonics, fluency, vocabulary, and comprehension, and writing (August & Shanahan, 2006;National Early Literacy Panel [NELP], 2008;Pretorius & Mokhwesana, 2009). English language learners also benefit from evidencebased instruction focusing on explicit instruction, interactive learning environments, collaborative learning for language and reading development, student engagement, extensive and varied vocabulary development, and development of academic English (August & Shanahan, 2006;Gersten, Baker, Shanahan, Linan-Thompson, Collins, & Scarcella, 2007: Saenz, Fuchs, & Fuchs, 2005.…”