A Synthesis of Peer-Mediated Academic Interventions for Secondary Struggling Learners

Autor/inn/en	Wexler, Jade; Reed, Deborah K.; Pyle, Nicole; Mitchell, Marisa; Barton, Erin E.
Titel	A Synthesis of Peer-Mediated Academic Interventions for Secondary Struggling Learners
Quelle	In: Journal of Learning Disabilities, 48 (2015) 5, S.451-470 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219413504997
Schlagwörter	Literature Reviews; Secondary School Students; Learning Disabilities; Learning Problems; Grade 6; Grade 7; Grade 8; Grade 9; Grade 10; Grade 11; Grade 12; Reading Skills; Mathematics Skills; Intervention; Peer Teaching; Peer Influence; Feedback (Response); Student Attitudes; Teacher Attitudes; Mathematics Instruction; Reading Instruction; Effect Size; Tutoring; Cooperative Learning; Search Strategies + Suchen Sie Ihr Suchwort? Sekundarschüler; Learning handicap; Lernbehinderung; Lernproblem; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Reading skill; Lesefertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Peer group teaching; Peer Group Teaching; Schülerverhalten; Lehrerverhalten; Mathematics lessons; Mathematikunterricht; Leseunterricht; Förderkonzept; Nachhilfeunterricht; Kooperatives Lernen; Suchstrategie
Abstract	A synthesis of the extant research on peer-mediated reading and math interventions for students in regular or alternative education settings with academic difficulties and disabilities in Grades 6 to 12 (ages 11-18) is presented. Interventions conducted between 2001 and 2012 targeting reading and math were included if they measured effects on at least one academic outcome measure. A total of 13 intervention studies were synthesized in which 10 studies employed an experimental or quasi-experimental design and three studies used a single-case design. Findings from the 13 studies revealed mostly moderate to high effects favoring peer mediation, particularly when implementing a peer-mediated feedback component. In addition, findings suggest such interventions have social validity among adolescents and teachers. More rigorous research on secondary peer-mediated math interventions, peer-mediated interventions in alternative settings, and effective ways to pair dyads to incorporate a structured feedback component is warranted. Implications for peer-mediated instruction for academically struggling adolescents are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01