Effects of a cross-age peer learning program on the vocabulary and comprehension of english learners and non-english learners in elementary school

Rebecca D. Silverman, Melinda Martin-Beltran, Megan M. Peercy, Anna M. Hartranft, Daniel McNeish, Lauren Artzi, Stephanie Nunn

Research output: Contribution to journalArticlepeer-review

7 Scopus citations

Abstract

This study evaluated the effects of a cross-age peer learning program targeting vocabulary and comprehension in kindergarten and fourth-grade classrooms with substantial proportions of English Learners (ELs). The study followed a quasi-experimental design with 12 classrooms (6 kindergarten and 6 fourth grade) in the intervention group and 12 classrooms (6 kindergarten and 6 fourth grade) in the comparison group. Students were assessed before and after the 14-week intervention via curriculum-aligned and norm-referenced vocabulary and comprehension assessments. Findings of analyses of researcher-developed measures showed positive and significant intervention effects on receptive and expressive vocabulary in kindergarten and fourth grade and comprehension (i.e., understanding of text and strategy use) in fourth grade. Findings of analyses of norm-referenced measures showed positive and significant intervention effects on receptive vocabulary in kindergarten. In general, the intervention had similar effects for ELs and non-ELs.

Original languageEnglish (US)
Pages (from-to)485-512
Number of pages28
JournalElementary School Journal
Volume117
Issue number3
DOIs
StatePublished - Mar 1 2017
Externally publishedYes

ASJC Scopus subject areas

  • Education

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