TY - JOUR
T1 - Effects of a peer-mediated phonological skill and reading comprehension program on reading skill acquisition for middle school students with reading disabilities
AU - Calhoon, Mary Beth
PY - 2005
Y1 - 2005
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=26644453334&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=26644453334&partnerID=8YFLogxK
U2 - 10.1177/00222194050380050501
DO - 10.1177/00222194050380050501
M3 - Article
C2 - 16329443
AN - SCOPUS:26644453334
VL - 38
SP - 424
EP - 433
JO - Journal of Learning Disabilities
JF - Journal of Learning Disabilities
SN - 0022-2194
IS - 5
ER -