Journal article
A Synthesis of Peer-Mediated Academic Interventions for Secondary Struggling Learners
Journal of learning disabilities, Vol.48(5), pp.451-470
09/2015
DOI: 10.1177/0022219413504997
PMID: 24122650
Abstract
A synthesis of the extant research on peer-mediated reading and math interventions for students in regular or alternative education settings with academic difficulties and disabilities in Grades 6 to 12 (ages 11-18) is presented. Interventions conducted between 2001 and 2012 targeting reading and math were included if they measured effects on at least one academic outcome measure. A total of 13 intervention studies were synthesized in which 10 studies employed an experimental or quasi-experimental design and three studies used a single-case design. Findings from the 13 studies revealed mostly moderate to high effects favoring peer mediation, particularly when implementing a peer-mediated feedback component. In addition, findings suggest such interventions have social validity among adolescents and teachers. More rigorous research on secondary peer-mediated math interventions, peer-mediated interventions in alternative settings, and effective ways to pair dyads to incorporate a structured feedback component is warranted. Implications for peer-mediated instruction for academically struggling adolescents are discussed.
Details
- Title: Subtitle
- A Synthesis of Peer-Mediated Academic Interventions for Secondary Struggling Learners
- Creators
- Jade Wexler - University of Maryland, College Park, USA jawexler@umd.eduDeborah K Reed - Florida State University, Tallahassee, USANicole Pyle - Utah State University, Logan, USAMarisa Mitchell - University of Maryland, College Park, USAErin E Barton - Vanderbilt University, Nashville, TN, USA
- Resource Type
- Journal article
- Publication Details
- Journal of learning disabilities, Vol.48(5), pp.451-470
- Publisher
- United States
- DOI
- 10.1177/0022219413504997
- PMID
- 24122650
- ISSN
- 0022-2194
- eISSN
- 1538-4780
- Language
- English
- Date published
- 09/2015
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9983993482202771
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