Effects of a Cross-Age Peer Learning Program on the Vocabulary and Comprehension of English Learners and Non-English Learners in Elementary School

Autor/inn/en	Silverman, Rebecca D.; Martin-Beltran, Melinda; Peercy, Megan M.; Hartranft, Anna M.; McNeish, Daniel M.; Artzi, Lauren; Nunn, Stephanie
Titel	Effects of a Cross-Age Peer Learning Program on the Vocabulary and Comprehension of English Learners and Non-English Learners in Elementary School
Quelle	In: Elementary School Journal, 117 (2017) 3, S.485-512 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/690210
Schlagwörter	Peer Teaching; Vocabulary Development; Kindergarten; Grade 4; Elementary School Students; English Language Learners; Quasiexperimental Design; Control Groups; Experimental Groups; Pretests Posttests; Program Effectiveness; Receptive Language; Expressive Language; Listening Comprehension; Language Skills + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Wortschatzarbeit; School year 04; 4. Schuljahr; Schuljahr 04; Rezeptive Kommunikationsfähigkeit; Hörverständnis; Language skill; Sprachkompetenz
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. (As Provided).
Anmerkungen	University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01