Peer pairing, peer tutoring, and small collaborative/cooperative groupings improved MLs' English phonological awareness, decoding, and fluency across grade levels¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Peer pairing, peer tutoring, and small collaborative/cooperative groupings were effective in improving MLs' English PA across grade levels, regardless of language of instruction, and also improved English decoding and fluency compared to teacher-mediated comparison conditions. → Kittle 2024

Evidence¶

Kittle 2024¶

Kittle, J. M., Amendum, S. J., & Budde, C. M. (2024). What Does Research Say About the Science of Reading for K-5 Multilingual Learners? A Systematic Review of Systematic Reviews. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09942-6

q2 · i? · quant-synthesis · r2

Synthesis of RQ2 findings from reviews including Pyle et al. (2017) and Tang et al. (2021). The review reports these groupings improved English PA regardless of language of instruction and across grade levels, and were often associated with improved decoding and fluency compared to teacher-mediated comparison conditions. No effect size is printed.

"Peer pairing, peer tutoring, and small collaborative/cooperative groupings were effective in improving MLs’ English PA across grade levels. These types of pairings and groupings were effective when they include instructional activities such as previewing, predicting, paired read aloud, repeated reading, reciprocal reading, questioning, retelling, and error correction"

Discussion¶

Learner Variables¶

• Decoding — outcome: instruction changes it
• Phonological Awareness — outcome: instruction changes it

Related Claims¶

• Phonemic Awareness Training Improves Reading — related
• Instruction in language, phonological awareness, and decoding improved performance in the taught domain, while interventions teaching print knowledge or early writing exclusively did not — related
• Teaching phonological awareness and print knowledge improved early writing performance with or without early writing instruction — related
• Teaching phonological awareness and print knowledge improved decoding performance even without decoding instruction, and adding decoding instruction more than doubled the weighted effect size — related