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PALS for ELLS: Friend or foe? Effects of peer-assisted learning strategies on reading skills of English language learners with and without disabilities.

机译：ELLS的朋友：是敌还是友？同伴辅助学习策略对有和没有残疾的英语学习者的阅读技能的影响。

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摘要

The number of English language learners (ELLs) in public schools has increased significantly over the past decade. As a result of gaps in communication, instruction, teacher preparation, and cultural mismatch, many ELLs with and without disabilities are unable to read English at grade-level. This results in higher likelihood for grade retention, school dropout, and referrals to special education placement when compared to English speaking peers. Intervening is key to bridge the gap and prevent these negative outcomes. The purpose of this study was to investigate the effectiveness of two modified peer-assisted learning strategies (PALS) on the reading skills of English language learners with and without disabilities. More specifically the effects of a modified Partner Reading and Paragraph Shrinking strategy on the oral reading fluency and accuracy skills of English language learners with and without disabilities in the second grade. The current study employed a pretest/posttest control group quasi-experimental design and an exploratory case study analysis to examine the efficacy of the PALS components for ELLs. Results indicated the modified PALS intervention was effective in increasing the oral reading fluency and accuracy of English language learners with and without disabilities. More specifically, ELLs who received PALS treatment exceeded the typical rate of improvement expected for an average student in the same grade at the same time of year at a higher rate when compared to control group. Positive feedback was given by both teachers and students in terms of feasibility and importance of skills addressed. The exploratory analysis of the verbal interactions of multilingual students revealed students' use of a specific language was dependent on the specific skill or purpose of communication. Implications for this study are discussed.
机译：在过去的十年中，公立学校中的英语学习者（ELL）数量大大增加。由于沟通，指导，教师准备和文化不匹配方面的差距，许多有残疾和无残疾的ELL都无法在年级阅读英语。与讲英语的同龄人相比，这会导致更高的保留成绩，辍学以及转学特殊教育的可能性。干预是弥合差距并防止这些不良后果的关键。这项研究的目的是调查两种修改的同伴辅助学习策略（PALS）对有或没有残疾的英语学习者的阅读技能的有效性。更具体地说，修改后的“伙伴阅读和段落收缩”策略对二年级有无残疾英语学习者的口语流利度和准确性技能的影响。当前的研究采用了测试前/测试后对照组的准实验设计和探索性案例研究分析，以检查PALS组分对ELL的疗效。结果表明，改良的PALS干预可以有效地提高英语语言学习者（有或没有残疾）的口语阅读流利度和准确性。更具体地说，与对照组相比，接受PALS治疗的ELL超过了一年中同一年级同一学生的预期平均改善率，且更高。老师和学生都对所解决技能的可行性和重要性给予了积极的反馈。对多语言学生的言语互动进行的探索性分析表明，学生对特定语言的使用取决于特定的沟通技巧或目的。讨论了这项研究的意义。

著录项

  • 作者

    Colon, Gliset.;

  • 作者单位

    State University of New York at Buffalo.;

  • 授予单位 State University of New York at Buffalo.;
  • 学科 Special education.;Reading instruction.;English as a second language.
  • 学位 Ph.D.
  • 年度 2016
  • 页码 106 p.
  • 总页数 106
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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