TY - JOUR
T1 - Effects of a cross-age peer learning program on the vocabulary and comprehension of english learners and non-english learners in elementary school
AU - Silverman, Rebecca D.
AU - Martin-Beltran, Melinda
AU - Peercy, Megan M.
AU - Hartranft, Anna M.
AU - McNeish, Daniel
AU - Artzi, Lauren
AU - Nunn, Stephanie
PY - 2017/3/1
Y1 - 2017/3/1
N2 - 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.
AB - 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.
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U2 - 10.1086/690210
DO - 10.1086/690210
M3 - Article
AN - SCOPUS:85014968798
SN - 0013-5984
VL - 117
SP - 485
EP - 512
JO - Elementary School Journal
JF - Elementary School Journal
IS - 3
ER -