Effects of a peer-mediated program on reading skill acquisition for two-way bilingual first-grade classrooms

Learning Disability Quarterly

Volumn 30, Issue 3, 2007, Pages 169-184

  Calhoon, Mary Beth ^a   Otaiba, Stephanie Al ^b   Cihak, David ^c   King, Amber ^d   Avalos, Annalise ^e  

^a GEORGIA STATE UNIVERSITY   (United States)

^b FLORIDA STATE UNIVERSITY   (United States)

^c UNIVERSITY OF TENNESSEE   (United States)

^d Deming Public Schools   (United States)

^e Gadsden Independent School District   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34548616495     PISSN: 07319487     EISSN: None     Source Type: Journal    
DOI: 10.2307/30035562     Document Type: Article

References (75)

1. Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
2. Al Otaiba, S. (2005). How effective is code-based tutoring in English for English language learners and their preservice teacher/tutors? Remedial and Special Education, 26(4), 245-254.
3. Al Otaiba, S., & Fuchs, D. (2002). Characteristics of children who are unresponsive to early literacy intervention: A review of the literature. Remedial and Special Education, 23(5), 300-316.
4. Anderson, R. C., Hiebert, E. H., Scott, J. A., & Wilkinson, I. A. (1985). Becoming a nation of readers: The report of the Commission on reading. Champaign, IL: The Center for the Study of Reading.
5. Artiles, A. J., & Klingner, J. K. (2006). Forging a knowledge base on English language learners with special needs: Theoretical, population, and technical issues. Teachers College Record, 108(11), 2187-2194.
6. August, D., & Hakuta, K. (1998). Education language-minority children. Washington, DC: National Academy Press.
7. August, D. L., & Shanahan, T. (Eds.). (2006). Developing literacy in a second language: Report of the National Literacy Panel. Mahwah, NJ: Lawrence Erlbaum Associates.
8. Ballard, W. S., Dalton, E. F., & Tighe, P. L. (1995). IDEA Oral Language Proficiency Test in English (5th ed.). Los Angeles: Ballard and Tighe.
9. Calhoon, M. B. (2005). Effects of a peer-mediated phonological skill and reading comprehension program on reading skill acquisition for middle school students with disabilities. Journal of Learning Disabilities, 38, 424-433.
10. Calhoon, M. B. (2006, Summer). Rethinking adolescent literacy instruction. IDA Perspectives. Publication of the International Dyslexia Association, 32(3), 31-35.
11. Calhoon, B., Al Otaiba, S., Greenberg, D., King, A., & Avalos, A. (2006). Boosting the intensity of reading instruction for culturally diverse first grade students: The promise of Peer-Assisted Learning Strategies. Learning Disabilities Research and Practice, 21(4), 261-272.
12. Carnine, D., Siebert J., & Kame'enui, E. J. (1997). Direct instruction reading. Columbus, OH: Merrill.
13. Center for Applied Linguistics. (2002). Directory of two-way bilingual immersion programs in the United States. Available: http://www.cal.org/twi/ directory/
14. Chiappe, P., Siegel, L. S., & Wade-Wooley, L. (2002). Linguistic diversity and the development of reading skills: A longitudinal study. Scientific Studies of Reading, 6(4), 369-400.
15. Delquadri, J., Greenwood, C., Whorton, D., Carta, J., & Hall, R. V. (1986). Classwide peer tutoring. Exceptional Children, 52, 535-542.
16. Donovan, M. S., & Cross, C. T. (2002). Minority students in special and gifted education. Washington, DC: National Academy Press.
17. Durgunoglu, A. Y., Nagy, W. E., & Hancin-Bhatt, B. J. (1993). Cross-language transfer of phonological awareness. Journal of Educational Psychology, 85(3), 453-465.
18. Fitzgerald, J. (1995). English-as-a-second-language learners' cognitive reading processes: A review of research in the United States. Review of Educational Research, 65, 145-190.
19. Fitzgerald, J. (2000). How will bilingual/ESL programs in literacy change in the next millennium? Reading Research Quarterly, 35(4), 520-521.
20. Foorman, B. R., Francis, D J., Fletcher, J. M., Schatschneider, C., & Mehta, P. (1998). The role of instruction in learning to read: Preventing reading failure in at-risk children. Journal of Educational Psychology, 90, 37-55.
21. Foorman, B. F., & Torgesen, J. (2001). Critical elements of classroom and small group instruction promote reading success in all children. Learning Disabilities Research & Practice, 16, 203-212.
22. Francis, D., Rivera, M., Lesaux, N., Kieffer, M., & Rivera, H. (2006). Research-based recommendations for instruction and academic interventions. Retrieved January 3, 2007, from http://www. centeroninstruction.org/files/ELL1-Interventions.pdf
23. Fuchs, D., Fuchs, L. S., Mathes, P. G., & Martinez, E. A. (2002). Preliminary evidence on the social standing of students with learning disabilities in PALS and no-PALS classrooms. Learning Disabilities Research & Practice, 17(4), 200-215.
24. Fuchs, D., Fuchs, L. S., Mathes, P. G., & Simmons, D. C. (1997). Peer-assisted learning strategies: Making classrooms more responsive to academic diversity. American Educational Research Journal, 34, 174-206.
25. Fuchs, D., Fuchs, L. S., Svenson, E., Thompson, A., Yen, L., McMaster, K. N., Al Otaiba, S., & Yang, N. J. (2000). Peabody peer assisted learning strategies: First grade-reading. Unpublished training manual, Vanderbilt University, Nashville, TN.
26. Fuchs, D., Fuchs, L. S., Thompson, A., Al Otaiba, S., Yen, L., Yang, N., Braun, M., & O'Connor, R. (2001). Is reading important in reading-readiness programs? A randomized field trial with teachers as program implementers. Journal of Educational Psychology, 93, 251-267.
27. Fuchs, D., Fuchs, L. S., Thompson, A., Svenson, E., Al Otaiba, S., Yang, N., Nyman, K., Prentice, K., Kazdan, S., & Saenz, L. (2001). Peer-Assisted Learning Strategies in reading: Extensions to kindergarten/first grade and high school. Remedial and Special Education, 22, 15-21.
28. Genessee, F., Lindholm-Leary, K., Saunders, W. M., & Christian, D. (Eds.). (2006). Educating English language learners: A synthesis of research evidence. New York: Cambridge University Press.
29. Gerber, M., Jimenez T., Leafstedt, J., Villaruz, J., Richards, C., & English, J. (2004). English reading effects of small-group intensive intervention in Spanish for k-1 English learners. Learning Disabilities Research and Practice, 19, 239-251.
30. Glass, G. V., McGaw, B., & Smith, M. L. (1981). Meta-analysis in social research. Beverly Hills, CA: Sage.
31. Good, R. H., Simmons, D. C., & Kame'enui, E. J. (2001). The importance and decision-making utility of a continuum of fluency-based indicators of foundational reading skills for third-grade high-stakes outcomes. Scientific Studies of Reading, 5, 257-288.
32. Gottardo, A., Yan, B., Siegel, L. S., & Wade-Woolley, L. (2001). Factors related to English reading performance in children with Chinese as a first language. Journal of Educational Psychology, 3, 530-542.
33. Graves, A. (2007, April). A longitudinal study of the impact of effective beginning reading instruction on English language learners. Presentation at the annual conference of the American Educational Research Association, Chicago.
34. Graves, A. W., Gersten, R., & Haager, D. (2004). Literacy instruction in multiple language first-grade classrooms: Linking student outcomes to observed instructional practice. Learning Disabilities Research & Practice, 19, 262-272.
35. Greenwood, C. R., Arreaga-Mayer, C., Utley, C. A., Gavin, K. M., & Terry, B. J. (2001). ClassWide peer tutoring learning management system: Applications with elementary-level English language learners. Remedial and Special Education, 22(1), 34-47.
36. Greenwood, C. R., Delquadri, J., & Hall, R. V. (1989). Together we can: ClassWide Peer Tutoring for basic academic skills. Longmont, CO: Sopris West.
37. Gunn, B., Biglan, A., Smolkowski, K., & Ary, D. (2000). The efficacy of supplemental instruction in decoding skills for Hispanic and non-Hispanic students in early elementary school. The Journal of Special Education, 34(2), 89-102.
38. Haager, D., & Windmueller, M. (2001). Early literacy intervention for English language learners at-risk for learning disabilities: Student and teacher outcomes in an urban school. Learning Disability Quarterly, 24, 235-250.
39. Harris, M. (1971). Learning by tutoring others. Today's Education, 60, 48-49.
40. Hiebert, E. H. (2003). Quick Reads. Parsippany, NJ: Pearson Learning Group.
41. Howard, E., & Christian, D. (2002). Two-way immersions 101: Designing and implementing a two-way immersion education program at the elementary level. Educational Practice Report (Report No. CREDE-EPR-9). Washington, DC: Office of Educational Research and Improvement. (ERIC Document Reproduction Service No. ED 473082)
42. Howard, E. R., Sugarman, J., & Christian, D. (2003). Trends in two-way immersion education: A review of the research. Retrieved May 1, 2007, from www.csos.ju.edu
43. Ihnot, C. (1991). Read Naturally. St. Paul, MN: Read Naturally.
44. Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80, 437-447.
45. Kaminski, R. A., & Good, R. H. (1996). Toward a technology for assessing basic early literacy skills. School Psychology Review, 25(2), 215-227.
46. Kennedy, M. M., Birman, M., & Demaline, B. (1986). The effectiveness of Chapter 1 services. Second interim report from the National Assessment of Chapter 1. Washington, DC: Office of Educational Research and Improvement (OERI).
47. Klosterman, R. (1970). The effectiveness of a diagnostically structured reading program. The Reading Teacher, 24, 159-162.
48. Leafstedt, J. M., Richards, C. R., & Gerber, M. M. (2004). Effectiveness of explicit phonological-awareness instruction for at-risk English learners. Learning Disabilities Research & Practice, 19, 252-261.
49. Linan-Thompson, S., Vaughn, S., Hickmann-Davis, P., & Kouzekanaki, K. (2003). Effective reading instruction for English language learners with reading difficulties. The Elementary School Journal, 103(3), 221-238.
50. Lindholm-Leary, K. J. (2001). Dual language education. Avon, UK: Multilingual Matters.
51. Lindholm-Leary, K. J. (2004). The rich promise of two-way immersion. Educational Leadership, 62(4), 56-59.
52. Mathes, P. G., & Babyak, A. O. (2001). The effects of Peer-Assisted Literacy Strategies for first-grade readers with and without additional mini-skills lessons. Learning Disabilities Research & Practice, 16, 28-44.
53. Mathes, P. G., Fuchs, D., Fuchs, L. S., Henley, A. M., & Sanders, A. (1994). Increasing strategic reading practice with Peabody Classwide Peer Tutoring. Learning Disabilities Research & Practice, 9, 44-48.
54. Mathes, P. G., Howard, J. K., Allen, S. H., & Fuchs, D. (1998). Peer-assisted learning strategies for first grade readers: Responding to the needs of diverse learners. Reading Research Quarterly, 33, 62-94.
55. Mathes, P., Torgesen, J., & Allor, J. (2001). The effects of Peer-Assisted literacy strategies for first-grade readers with and without additional computer-assisted instruction in phonological awareness. American Educational Research Journal, 38(2), 371-410.
56. Mathes, P. G., Torgesen, J. K., Clancy-Mencetti, J., Santi, K., Nicholas, K., Robinson, C., & Grek, M. (2003). A comparison of teacher-directed versus peer-assisted instruction to struggling first-grade readers. Elementary School Journal, 103(5), 459-479.
57. McCardle, P., Mele-McCarthy, J., Cutting, L., Leos, K., & D'Emilio, T. (2005). Learning disabilities in English language learners: Identifying the issues. Learning Disabilities Research & Practice, 20(1), 1-5.
58. Mercer, C., & Campbell, K. (1998). Great leaps. Gainesville, FL: Diarmuid.
59. National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Pub. No. 00-4769). Washington, DC: Author.
60. Nelson, J. R., Benner, G. J., & Gonzalez, J. (2003). Learner characteristics that influence the treatment effectiveness of early literacy interventions: A meta-analytic review. Learning Disabilities Research & Practice, 18(4), 255-267.
61. No Child Left Behind Act of 2001. Pub. L. No. 107-110, (H. R. 1).
62. Richard-Amato, P. A., & Snow, M. A. (1992). The multicultural classroom: Readings for content-area teachers. Reading, MA: Addison-Wesley.
63. Saenz, L. M., Fuchs, L. S., & Fuchs, D. (2005). Peer-Assisted Learning Strategies for English language learners with learning disabilities. Exceptional Children, 71(3), 231-247.
64. Scruggs, T., & Osguthorpe, R. T. (1986, April). Tutoring interventions within special educational settings: A comparison of cross-age and peer tutoring. Psychology in Schools, 23, 187-193.
65. Shaver, J., & Nuhn, D. (1971). The effectiveness of tutoring underachievers in reading and writing. Journal of Educational Research, 65, 107-112.
66. Shepherd, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4-14.
67. Simmons, D. C., Fuchs, D., Fuchs, L. S., Hodge, J. P., & Mathes, P. G. (1994). Importance of instructional complexity and role reciprocity to classwide peer tutoring. Learning Disabilities Research & Practice, 9, 203-212.
68. Snow, C. E., Burns, M. S., & Griffith, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
69. Spira, E. G., Bracken, S., & Fischel, J. E. (2005). Predicting improvement after first-grade reading difficulties: The effects of oral language, emergent literacy, and behavior skills. Developmental Psychology, 41, 225-234.
70. Sprick, M., Howard, L., & Fiddanque, A. (1998). Read well: A research-based primary reading program. Longmont, CO: Sopris West.
71. Thomas, W. P., & Collier, V. (1997). School effectiveness for language minority students. Washington, DC: National Center on Bilingual Education. Retrieved January 3, 2007, from: http://ncbe.gwu.ncbepubs/resource/ effectiveness/index.html.
72. Thomas, W. P., & Collier, V. (2002). A national study of school effectiveness for language minority students' long-term academic achievement. Santa Cruz, CA, and Washington, DC: Center for Research on Education, Diversity, & Excellence. Retrieved January 3, 2007, from http://ncbe.gwu.ncbepubs/resource/llaa/1.1_final.html.
73. U.S. Department of Education, Office for Civil Rights. (2004). Annual report to Congress: Fiscal year 2003. Washington, DC: Author.
74. Vaughn, S., Mathes, P. G., Linan-Thompson, S., & Francis, D. (2005). Teaching English language learners at risk for reading disabilities to read: Putting research into practice. Learning Disabilities Research & Practice, 20(1), 58-67.
75. Wagner, R., Francis, D., & Moris, R. (2005). Identifying English language learners with learning disabilities: Key challenges and possible approaches. Learning Disabilities Research & Practice, 20(1), 6-1.