Peer Tutoring and Response Groups has positive effects on English language development for English language learners, with an average improvement index of +17 percentile points¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r1 · q3 · i2 medium
Currency · newest study 2007 · checked against its sources 2026-10-15 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q3 i? The WWC rated Peer Tutoring and Response Groups as having positive effects on English language development based on three randomized controlled trials. → What Works Clearinghouse 2007 q3 i2 The domain average improvement index is +17 percentile points, with a range of +1 to +48 across findings, and the domain average effect size is 0.56. → What Works Clearinghouse 2007 (2)

Evidence¶

What Works Clearinghouse 2007¶

What Works Clearinghouse, U.S. Department of Education. (2007). WWC Intervention Report: Peer Tutoring and Response Groups. https://ies.ed.gov/ncee/wwc

q3 · i? · quant-synthesis · r1

The WWC's effectiveness rating for the English language development domain, based on three studies meeting WWC evidence standards. The rating scheme requires statistically significant positive effects with no overriding contrary evidence; the report states the intervention received "the highest applicable rating."

"The WWC found Peer Tutoring and Response Groups to have positive effects on English language development"

What Works Clearinghouse 2007 (2)¶

What Works Clearinghouse, U.S. Department of Education. (2007). WWC Intervention Report: Peer Tutoring and Response Groups. https://ies.ed.gov/ncee/wwc

q3 · i2 · quant-synthesis · r1

WWC-computed improvement indices across the three studies' findings in the English language development domain. Appendix A3 reports a domain average effect size of 0.56 across all studies. The improvement index reflects percentile-rank differences favoring the intervention group.

"The average improvement index for the English language development domain is +17 percentile points across the three studies, with a range of +1 to +48 percentile points across findings."

Discussion¶

Learner Variables¶

• Reading and Language — outcome: instruction changes it
• English-Learner Status — outcome: instruction changes it

Related Claims¶

• Peer Tutoring Improves Achievement — the general claim this finding bears on, with the studies behind it
• The WWC rates Instructional Conversations and Literature Logs as having potentially positive effects on reading achievement and English language development — related
• The average improvement index for PALS on reading achievement for English language learners is +12 percentile points, ranging from +5 to +25 across findings — related
• The average improvement index for Arthur in English language development is +11 percentile points, ranging from –5 to +17 across findings — related
• Targeted Skills Instruction virtual small-group tutoring significantly improves ELA achievement (+0.48) for below-25th-percentile students in grades 3, 4 and 6 — related
• The WWC improvement index is +31 percentile points for English language development and +3 percentile points for reading achievement — related