Efficacy of Peer-Mediated Incremental Rehearsal for English Language Learners. Issue 1 (1st March 2017)

• Record Type: Journal Article
• Authors: Klingbeil, David A.; Moeyaert, Mariola; Archer, Christopher T.; Chimboza, Tatenda M.; Zwolski, Scott A.
• Editors: Meisinger, Elizabeth
• Is Part Of: School psychology review. Volume 46:Issue 1(2017)
• Page Start: 122
• Page End: 140
• Publication Date: 2017-03-01
• Subjects: School psychology -- Periodicals; Educational psychology -- Periodicals; Psychopédagogie -- Périodiques; Educational psychology; School psychology; Schoolpsychologie; Electronic journals; Periodicals; 370.15
• DOI: Https://www.tandfonline.com/doi/10.1080/02796015.2017.12087605
• Languages: English
• ISSNs: 2372-966X

Abstract

Abstract: School psychologists will likely become more involved in supporting the reading achievement of English language learners (ELLs). This requires evidence-based interventions that are validated for ELL students. Incremental rehearsal (IR) is an evidence-based intervention for teaching words, but the resource intensity often precludes its use. Using peers as interventionists may increase the contextual validity of IR while maintaining the benefits when compared with other drill techniques. This efficacy study examined if (a) peer-mediated IR (PMIR) was effective for teaching ELL students high-frequency words and (b) improvements in word reading generalized to changes in students' oral reading fluency. Five ELL students participated in a randomized multiple-baseline design across participants. Results indicated that PMIR was functionally related to an increase in word reading for all 5 participants. Effect sizes estimated using Tau U and multilevel modeling indicated that PMIR had a large effect on sight-word reading. No functional relationship between PMIR and oral reading fluency was observed. PMIR was generally acceptable to target students and peer tutors. Limitations and potential implications of the results are discussed.