Effects of a Peer-Mediated Phonological Skill and Reading Comprehension Program on Reading Skill Acquisition for Middle School Students with Reading Disabilities

Autor/in	Calhoon, Mary Beth
Titel	Effects of a Peer-Mediated Phonological Skill and Reading Comprehension Program on Reading Skill Acquisition for Middle School Students with Reading Disabilities
Quelle	In: Journal of Learning Disabilities, 38 (2005) 5, S.424-433 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
Schlagwörter	Peer Teaching; Tutoring; Middle School Students; Learning Disabilities; Reading Difficulties; Remedial Reading; Reading Programs; Reading Skills; Reading Comprehension; Word Recognition; Reading Fluency + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Förderkonzept; Nachhilfeunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Learning handicap; Lernbehinderung; Reading difficulty; Leseschwierigkeit; Leseförderung; Reading skill; Lesefertigkeit; Leseverstehen; Worterkennung
Abstract	The purpose of this study was to examine the effect of a peer-mediated instructional approach on the teaching of phonological skills and reading comprehension for middle school (sixth- to eighth-grade) students with reading disabilities. All students (n = 38) were identified as having learning disabilities and reading at the third-grade level or below. One group was taught using a peer-mediated phonological skill program, "Linguistics Skills Training" (LST), and a peer-mediated reading comprehension program, "Peer Assisted Learning Strategies" (PALS). The contrast group was taught in the more traditional whole-class format using a widely implemented remedial reading program. The results showed significant differences between conditions, with students receiving the LST/PALS instruction outperforming the contrast group on Letter-Word Identification, Word Attack, and Passage Comprehension using the "Woodcock-Johnson Test of Achievement-III." Furthermore, large effect sizes for growth were found on Letter-Word Identification, Word Attack, and Passage Comprehension for the LST/PALS treatment group. No differences were found between conditions for reading fluency. Findings are discussed in regard to instruction delivery format (peer tutoring vs. whole class) with respect to best practices for middle school students with reading disabilities. (Author).
Anmerkungen	PRO-ED, Inc., 8700 Shoal Creek Boulevard, Austin, TX 78757-6897. Tel: 800-897-3202 (Toll Free).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10