Effects of peer tutoring on young children's social interactions

This study examined the effects of peer tutoring on children's social interactions and compared social interaction behaviors between children who are English-language learners (ELL) and children who are primary English speakers (PES). Single-subject withdrawal design (ABA) was applied in this s...

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Bibliographic Details
Published in:Early child development and care 2008-01, Vol.178 (6), p.617-635
Main Authors: Xu, Yaoying, Gelfer, Jeffrey I., Sileo, Nancy, Filler, John, Perkins, Peggy G.
Format: Article
Language:English
Subjects:
Children
Comparative Analysis
Elementary School Students
English (Second Language)
English as a second language
English language learners
High Risk Students
Interaction
Interpersonal Relationship
Limited English Speaking
Peer instruction
Peer Relationship
Peer Teaching
Peer tutoring
Predictor Variables
Social interaction
Student Behavior
Student Diversity
Teaching Methods
Tutoring
Urban Schools
Young Children
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Summary:This study examined the effects of peer tutoring on children's social interactions and compared social interaction behaviors between children who are English-language learners (ELL) and children who are primary English speakers (PES). Single-subject withdrawal design (ABA) was applied in this study and classwide peer tutoring was used as the independent variable. Seven ELL and seven PES from two early primary-grade classrooms were selected as the participants. Participants' ages ranged from six to eight years old. Results of this study showed that classwide peer tutoring was effective for both ELL and PES. The data also indicated that the intervention (classwide peer tutoring) was relatively more effective for the ELL group than for the PES group. In both groups, children were engaged in very few negative behaviors.
ISSN:0300-4430
1476-8275
DOI:10.1080/03004430600857485