Browsing by Subject "Peer Assisted Learning Strategies"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Evaluating Tier II reading instruction with high school sophomores in a response to intervention framework.
    (2011-05) Bemboom, Christina Marie
    The purpose of this study was to compare the effects of peer-mediated versus teacher-directed reading interventions on the reading performance of high school sophomores in a pretest/posttest randomized group design with a non-equivalent control. Participants (N=57) identified as being in the lowest 25th percentile of their class based on reading fluency and comprehension measures, including maze selection, oral reading fluency, and standardized test scores were assigned randomly to either peer-mediated or teacher-directed intervention. Fifteen to sixteen 25-minute intervention sessions occurred over 12 weeks and included listening passage preview, retelling, and main idea questioning. Linear regression was used to determine main effects for pre-test scores, treatment group, and minutes of intervention for all measures. Both groups performed significantly better than a non-equivalent control group who did not receive either intervention, with effect sizes of .69-1.00. Students in the peer-mediated group performed at least as well as those in the teacher-directed group, with the peer-mediated intervention being less resource intensive. Peer-mediated intervention participants had the most passing scores on the Minnesota state assessment, as well as the highest percentage of students ending with maze selection scores above the median. Findings support the use of standard protocol, Tier 2 intervention to improve reading outcomes for struggling secondary-level readers.
  • Thumbnail Image
    Item
    Teaching for transfer of an evidence-based reading strategy: an experimental field trial.
    (2012-04) Pinto, Viveca Victoria
    The purpose of this study was to examine the effects of explicitly teaching for transfer of PALS, and to examine whether transfer training helped participants maintain the strategy taught. Sixty-two participants from two third-grade classrooms and one fourth-grade classroom participated in the study. A pretest-posttest-maintenance control group design was used, in which participants within classroom were matched on their one-min oral reading scores and assigned randomly to receive PALS plus transfer training (n = 31) or PALS practice only (n = 31). Proximal and distal measures were used to assess transfer. Proximal measures were defined as measures closely aligned to the intervention and included main idea identification of narrative and informational text. Distal measures assessed general reading competence and were not closely aligned to the strategy taught. A repeated measures ANOVA was conducted with time (pretest, posttest, and maintenance) as the within-subject factor, and treatment (PALS vs. PALS plus transfer training) as the between-subjects factor. On the main idea identification of narrative text, there was a significant main effect of time, but the main effect of condition and the interaction of time by condition was non-significant. On the main idea identification of informational text, there was a significant main effect of time, and the interaction of time by condition approached significance, with participants receiving PALS plus transfer training correctly identifying and producing more main idea statement (ES = .04). On the distal measures, there were significant main effects of time, but no significant effects of condition, or interactions of time by condition. Implications for educational practice and future research directions are discussed.