Efficacy of Peer-Mediated Incremental Rehearsal for English Language Learners

Abstract.

School psychologists will likely become more involved in supporting the reading achievement of English language learners (ELLs). This requires evidence-based interventions that are validated for ELL students. Incremental rehearsal (IR) is an evidence-based intervention for teaching words, but the resource intensity often precludes its use. Using peers as interventionists may increase the contextual validity of IR while maintaining the benefits when compared with other drill techniques. This efficacy study examined if (a) peer-mediated IR (PMIR) was effective for teaching ELL students high-frequency words and (b) improvements in word reading generalized to changes in students' oral reading fluency. Five ELL students participated in a randomized multiple-baseline design across participants. Results indicated that PMIR was functionally related to an increase in word reading for all 5 participants. Effect sizes estimated using TauU and multilevel modeling indicated that PMIR had a large effect on sight-word reading. No functional relationship between PMIR and oral reading fluency was observed. PMIR was generally acceptable to target students and peer tutors. Limitations and potential implications of the results are discussed.

Notes

This research was partially funded by a Research and Creative Activities Support Award from the University of Wisconsin–Milwaukee Office of Research. This research was also partially funded by the Institute of Education Sciences (R305D150007). The opinions expressed are those of the authors and do not represent the views of the Institute of Education Sciences.

Additional information

Notes on contributors

David A. Klingbeil

David A. Klingbeil, PhD, is an assistant professor in the School Psychology Program at the University of Wisconsin–Milwaukee. His research interests include identifying and modifying evidence-based practices to improve their usefulness for urban schools.

Mariola Moeyaert

Mariola Moeyaert, PhD, is an assistant professor of statistics and research design in the Department of Educational Psychology and Methodology at the State University of New York. Her major research interests and publications are in the field of multilevel analysis, meta-analysis, and single-case experimental data.

Christopher T. Archer

Christopher T. Archer, MS, is a graduate student in the School Psychology Program at the University of Wisconsin–Milwaukee. His research interests include mood disorders and social and emotional learning.

Tatenda M. Chimboza

Tatenda M. Chimboza, MS, is a graduate student in the School Psychology Program at the University of Wisconsin–Milwaukee. Her research interests include issues related to improving school climate through positive behavioral interventions and promoting home–school collaborations with urban students.

Scott A. Zwolski

Scott A. Zwolski Jr., MEd, is a doctoral student in the School Psychology Program at Loyola University Chicago. His research interests include examining the impact of poverty-related stress and identifying efficient ways of promoting resilience, grit, and a growth mindset within the context of schools.