Support peer-to-peer reading interventions, whole-school collaborations, and parent-teacher involvement to address peer problems in reading¶
Strategy · All strategies
Evidence · 7 claims (7 for) · 8 studies (7 quant-synthesis, 1 associational),q3–q4· 6 of 8 report an effect size · 4 claims rest on one study
Description¶
Based on the finding that peer problems were the strongest behavioral correlate of reading comprehension, the authors urge education stakeholders to "focus on interventions to build social skills and peer -to-peer interactions". They point to prior success with cross-age peer tutoring and teacher-led whole-class activities for improving reading comprehension, and collectively recommend peer-to-peer reading interventions, whole school collaborations, and parent-teacher involvement.
Design Implications¶
Context¶
Requirements¶
- Interventions must build social skills and peer-to-peer interactions alongside reading instruction
Constraints¶
- The supporting finding is correlational from one small, non-randomly chosen after-school sample in one geographic area
Target Learners¶
- elementary students in grades 1-6 at high risk for truancy and school failure
Target Learning Goals¶
- reading comprehension
- social skills and peer relationships
Claims¶
- Parent involvement is associated with higher academic achievement in meta-analyses of mostly correlational studies [+M]
- Parent Involvement Improves Early Reading [+M]
- Parent Implemented Intervention Improves Outcomes [+M]
- Students with low peer problems score significantly higher in reading comprehension than students with high peer problems [+W]
- Peer problems show a significant inverse correlation with reading comprehension (r = -.304) [+W]
- Peer problems are the only statistically significant predictor of reading comprehension scores among hyperactivity, conduct problems, and peer problems [+W]
- Most students in the high reading comprehension group fall in the low externalizing behavior groups, most strongly for peer problems [+W]
Related Strategies¶
Examples¶
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Key Sources¶
- Kaprea F Johnson. (2013). The Cumulative Effect of Hyperactivity and Peer Relationships on Reading Comprehension. Journal of Education and Training Studies. https://doi.org/10.11114/jets.v2i1.245
Page metadata
| Field | Value |
|---|---|
type |
strategy |
id |
peer-to-peer-reading-interventions-social-skills |
title |
Support peer-to-peer reading interventions, whole-school collaborations, and parent-teacher involvement to address peer problems in reading |
description |
Based on the finding that peer problems were the strongest behavioral correlate of reading comprehension, the authors urge education stakeholders to "focus on interventions to build social skills and peer -to-peer int... |
status |
review |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — kaprea-f-johnson-2013 |
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