199
Views
6
CrossRef citations to date
0
Altmetric
Research Into Practice

Efficacy of Peer-Mediated Incremental Rehearsal for English Language Learners

, , , & | (Associate Editor)
Pages 122-140 | Received 08 Sep 2015, Accepted 05 Apr 2016, Published online: 14 Jan 2020

References

  • Albers, C. A., & Martinez, R. S. (2015). Promoting academic success with English language learners. New York, NY: Guilford Press.
  • August, D., McCardle, P., & Shanahan, T. (2014). Developing literacy in English language learners: Findings from a review of the experimental research. School Psychology Review, 43, 490–498. doi:10.17105/SPR-14-0088.1
  • August, D., & Shanahan, T. (2006). Developing literacy in second-language learners: Report of the National Literacy Panel on language-minority children and youth. Mahwah, NJ: Erlbaum.
  • Bowman-Perrott, L., Davis, H., Vannest, K., Williams, L., Greenwood, C., & Parker, R. (2013). Academic benefits of peer tutoring: A meta-analytic review of single-case research. School Psychology Review, 42, 39–56.
  • Burns, M. K. (2007). Reading at the instructional level with children identified as learning disabled: Potential implications for response-to-intervention. School Psychology Quarterly, 22, 297–313. doi:10.1037/1045-3830.22.3.297
  • Burns, M. K., Dean, V. J., & Foley, S. (2004). Preteaching unknown words with incremental rehearsal to improve reading fluency and comprehension with children identified as reading disabled. Journal of School Psychology, 42, 303–314. doi:10.1016/j.jsp.2004.04.003
  • Burns, M. K., & Helman, L. A. (2009). Relationship between language skills and acquisition rate of sight words among English language learners. Literacy Research and Instruction, 48, 221–232. doi:10.1080/19388070802291547
  • Burns, M. K., & Sterling-Turner, H. E. (2010). Comparison of efficiency measures for academic interventions based on acquisition and maintenance. Psychology in the Schools, 47, 126–134. doi:10.1002/pits.20458
  • Burns, M. K., Zaslofsky, A. F., Kanive, R., & Parker, D. C. (2012). Meta-analysis of incremental rehearsal using phi coefficients to compare single-case and group designs. Journal of Behavioral Education, 21, 185–202. doi:10.1007/s10864-012-9160-2
  • Crosse, S., Williams, B., Hagen, C. A., Harmon, M., Ristow, L., DiGaetano, R., … Derzon, J. H. (2011). Prevalence and implementation fidelity of research-based prevention programs in public schools: Final report. Washington, DC: U.S. Department of Education.
  • Daly, E. J., Neugebauer, S., Chafouleas, S., & Skinner, C. H. (2015). Interventions for reading problems (2nd ed.). New York, NY: Guilford.
  • DuBois, M. R., Volpe, R. J., & Hemphill, E. M. (2014). A randomized trial of a computer-assisted program targeted letter-sound expression. School Psychology Review, 43, 210–221.
  • Ferron, J., Moeyaert, M., Van Den Noortgate, W., & Beretvas, S. (2014). Estimating causal effects from multiple-baseline studies: Implications for design and analysis. Psychological Methods, 19, 493–510. doi:10.1037/a0037038
  • Ferron, J. M., Bell, B. A., Hess, M. F., Rendina-Gobioff, G., & Hibbard, S. T. (2009). Making treatment effect inferences from multiple-baseline data: The utility of multilevel modeling approaches. Behavior Research Methods, 41, 372–384. doi:10.3758/BRM.41.2.372
  • Fuchs, D., & Fuchs, L. S. (2005). Peer-assisted learning strategies: Promoting word recognition, fluency, and reading comprehension in young children. Journal of Special Education, 39, 34–44. doi:10.1177/00224669050390010401
  • Gersten, R., Baker, S. K., Shanahan, T., Linan-Thompson, S., Collins, P., & Scarcella, R. (2007). Effective literacy and English language instruction for English learners in the elementary grades: A practice guide (NCEE 2007-4011). Retrieved from http://ies.ed.gov/ncee/wwc/publications/practiceguides
  • Goldenberg, C. (2010). Reading instruction for English language learners. In M. Kamil, P. D. Pearson, E. Moje, & P. Afflerbach (Eds.), Handbook of reading research (Vol. 4, pp. 648–710). doi:10.4324/9780203840412.ch28
  • Greenwood, C. R., Arreaga-Mayer, C., Utley, C. A., Gavin, K. M., & Terry, J. (2001). Classwide peer tutoring learning management system. Applications with elementary-level English language learners. Remedial and Special Education, 22, 34–47. doi:10.1177/074193250102200105
  • Hattie, J. A. (2009). Visual analysis. A synthesis of over 800 meta-analyses relating to achievement. London, England: Routledge.
  • Helman, L. A., & Burns, M. K. (2008). What does oral language have to do with it? Helping young English-language learners acquire a sight word vocabulary. The Reading Teacher, 62, 14–19. doi:10.1598/RT.62.1.2
  • Hudson, R. F., Torgesen, J. K., Lane, H. B., & Turner, S. J. (2012). Relations among reading skills and sub-skills and text-level reading proficiency in developing readers. Reading and Writing, 25, 483–507. doi:10.1007/s11145-010-9283-6
  • Joseph, L., Eveleigh, E., Konrad, M., Neef, N., & Volpe, R. (2012). Comparison of the efficiency of two flashcard drill methods on children's reading performance. Journal of Applied School Psychology, 28, 317–337. doi:10.1080/15377903.2012.669742
  • Kena, G., Aud, S., Johnson, F., Wang, X. Zhang, J., Rathburn, A., … Kristapovich, P. (2014). The condition of education 2014 (NCES 2014-083). Washington, DC: U.S. Department of Education, National Center for Education Statistics. Retrieved from http://nces.ed.gov/pubs2014/2014083.pdf
  • Kratochwill, T. R., Hitchcock, J., Horner, R. H., Levin, J. R., Odom, S. L., Rindskopf, D. M., & Shadish, W. R. (2013). Single-case intervention research design standards. Remedial and Special Education, 34, 26–38. doi:10.1177/0741932512452794
  • Kratochwill, T. R., & Levin, J. R. (2010). Enhancing the scientific credibility of single-case intervention research: Randomization to the rescue. Psychological Methods, 15, 122–144. doi:10.1037/a0017736
  • Kretlow, A. G., & Helf, S. S. (2013). Teacher implementation of evidence-based practices in Tier 1. A national survey. Teacher Education and Special Education, 36, 167–185. doi:10.1177/0888406413489838
  • Lane, J. D., & Gast, D. L. (2014). Visual analysis in single case experimental design studies: Brief review and guidelines. Neuropsychological Rehabilitation, 24, 445–463. doi:10.1080/09602011.2013.815636
  • Lesaux, N. K., Rupp, A. A., & Siegel, L. S. (2007). Growth in reading skills of children from diverse linguistic backgrounds: Findings from a 5-year longitudinal study. Journal of Educational Psychology, 99, 821–834. doi:10.1037/0022-0663.99.4.821
  • Matchett, D. L., & Burns, M. K. (2009). Increasing word recognition fluency with an English language learner. Journal of Evidence Based Practices in Schools, 10, 194–209.
  • Moeyaert, M., Ferron, J., Beretvas, S., & Van den Noortgate, W. (2014). From a single-level analysis to a multilevel analysis of single-case experimental designs. Journal of School Psychology, 52, 191–211. doi:10.1016/j.jsp.2013.11.003
  • Moore, B. A., & Klingner, J. K. (2014). Considering the needs of English language learner populations: An examination of the population validity of reading intervention research. Journal of Learning Disabilities, 47, 391–408. doi:10.1177/0022219412466702
  • National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.
  • Northwest Evaluation Association. (2009). Technical manual for Measures of Academic Progress and Measures of Academic Progress for primary grades. Lake Oswego, OR: Author.
  • Nist, L., & Joseph, L. M. (2008). Effectiveness and efficiency of flashcard drill instructional methods on urban first-graders' word recognition, acquisition, maintenance, and generalization. School Psychology Review, 37, 294–308.
  • Parker, R. I., & Vannest, K. L. (2009). An improved effect size for single-case research: Nonoverlap of all pairs. Behavior Therapy, 40, 357–367. doi:10.1016/j.beth.2008.10.006
  • Parker, R. I., Vannest, K. L., & Davis, J. L. (2014). Nonoverlap analysis for single-case research. In T. R. Kratochwill & J. Levin (Eds.), Single-case intervention research: Methodological and statistical advances (pp. 127–151). doi:10.1037/14376-005
  • Pearson, Inc. (2012). Aimsweb technical manual. Bloomington, MN: Author.
  • Peterson, M., Brandes, D., Kunkel, A., Wilson, J., Rahn, N. L., Egan, A., & McComas, J. (2014). Teaching letter sounds to kindergarten English language learners using incremental rehearsal. Journal of School Psychology, 52, 97–107. doi:10.1016/j.jsp.2013.11.001
  • Rahn, N. L., Wilson, J., Egan, A., Brandes, D., Kunkel, A., Peterson, M., & McComas, J. (2015). Using incremental rehearsal to teach letter sounds to English language learners. Education and Treatment of Children, 38, 71–92. doi:10.1353/etc.2015.0000
  • Samuels, S. J., & Flor, R. F. (1997). The importance of automaticity for developing expertise in reading. Reading and Writing, 13, 107–121. doi:10.1080/1057356970130202
  • Shapiro, E. S. (2011). Academic skills problems (4th ed.). New York, NY: Guilford Press.
  • Skinner, C. H., McCleary, D. F., Skolits, G. L., Poncy, B. C., & Cates, G. L. (2013). Emerging opportunities for school psychologists to enhance our remediation procedure evidence base as we apply response to intervention. Psychology in the Schools, 50, 272–289. doi:10.1002/pits.21676
  • Speece, D. L., & Ritchey, K. D. (2005). A longitudinal study of the development of oral reading fluency in young children at risk for reading failure. Journal of Learning Disabilities, 38, 387–399. doi:10.1177/00222194050380050201
  • Tan, A., & Nicholson, T. (1997). Flashcards revisited: Training poor readers to read words faster improves their comprehension of text. Journal of Educational Psychology, 89, 276–288. doi:10.1037/0022-0663.89.2.276
  • Tucker, J. A. (1989). Basic flashcard technique when vocabulary is the goal. Unpublished teaching materials.
  • U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. (2015). National Assessment of Educational Progress (NAEP) 1990–2013 mathematics and reading assessments. Retrieved from http://www.nationsreportcard.gov/readingmath2015/#/student-groups
  • Utley, C. A., & Mortweet, S. L. (1997). Peer-mediated instruction and interventions. Focus on Exceptional Children, 29, 1–23.
  • Van den Noortgate, W., & Onghena, P. (2003). Combining single-case experimental data using hierarchical linear models. School Psychology Quarterly, 18, 325–346. doi:10.1521/scpq.18.3.325.22577
  • Van den Noortgate, W., & Onghena, P. (2008). A multilevel meta-analysis of single-subject experimental design studies. Evidence Based Communication Assessment and Intervention, 2, 142–151. doi:10.1080/17489530802505362
  • Van den Noortgate, W., Opdenakker, M., & Onghena, P. (2005). The effects of ignoring a level in multilevel analysis. School Effectiveness and School Improvement, 16, 281–303. doi:10.1080/09243450500114850
  • Vannest, K. J., Parker, R. I., & Gonen, O. (2011). Single case research: Web based calculators for SCR analysis (Version 1.0) [Web-based application]. College Station, TX: Texas A&M University.
  • Varma, S., & Schleisman, K. B. (2014). The cognitive underpinnings of incremental rehearsal. School Psychology Review, 43, 222–228.
  • Vaughn, S., Mathes, P. G., Linan-Thompson, S., & Francis, D. J. (2005). Teaching English language learners at risk for reading disabilities to read: Putting research into practice. Learning Disabilities Research & Practice, 20, 58–67. doi:10.1111/j.1540-5826.2005.00121.x
  • Volpe, R. J., Burns, M. K., DuBois, M., & Zaslofsky, A. F. (2011). Computer-assisted tutoring: Teaching letter sounds to kindergarten students using incremental rehearsal. Psychology in the Schools, 48, 332–343. doi:10.1002/pits.20557
  • Yaghoub Zadeh, Z., Farnia, F., & Geva, E. (2012). Toward modeling reading comprehension and reading fluency in English language learners. Reading and Writing, 25, 163–187. doi:10.1007/s1145-010-9252-0

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.