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.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
