Using a national database, this study examined the relationship between the language of instruction models and the frequency of peer-mediated learning activity on English learners' reading achievement (N = 1,004). Results from the Multilevel Modeling (MLM) analyses revealed an interaction between the language of instruction and the frequency of…

This research examines the use of teaching triads to the classroom-wide implementation of "Stay, Play & Talk" a peer-mediated social skills program for children in an inclusive Kindergarten classroom in Ontario, Canada. This research used prompting through peers to increase initiations and responses between children identified as…

Peer tutoring methods were implemented in a 2nd grade classroom using an alternating treatments design with a baseline. In the baseline phase, 18 participants spelled words they had not yet learned. During the treatment phase, teacher-led spelling instruction was alternated each week with peer tutoring for spelling. Peer tutoring for spelling was…

Questions regarding the construction of mathematical authority have implications for learning, specifically for students' views of themselves as mathematics learners and doers with valuable contributions. We consider the ideas proposed by eight first-grade students who had the most airtime during 12 lessons of a classroom teaching experiment. We…

Reading and writing are enormously valuable, influencing every area of life beyond school. However, reading and writing difficulties are on the rise, especially among second-language students. The primary objective of this study is to design a classroom intervention that simultaneously promotes reading and writing and is easy to implement. In a…

Peer-mediated instructional strategies (e.g., peer tutoring) have been effective at teaching academic responses in previous research. This study extended the literature by programming for inference-making, or derived relations. Across two experiments, researchers investigated the use of peer tutoring and inference-making to teach…

For students to engage in mathematical thinking, a greater emphasis is needed on the expectations of students, by themselves and others, as active listeners and explainers. As student responsibility for mathematical thinking and participation increases, the roles of the teacher and learner change. A qualitative study of changing classroom…

Strategic incremental rehearsal (SIR) is an efficacious flashcard intervention shown to improve foundational skill acquisition. However, there is limited research examining the feasibility and effectiveness of SIR when used by school-based implementers. We present two studies to address this limitation. Study 1 examined the effects of SIR…

Automation of frequently used words is a key component in the development of reading fluency. However, acquiring fast word recognition skills is a serious challenge for many children in their early years of formal education. Lagging word recognition leads to general reading problems, as fluency is a vital prerequisite for text comprehension.…

The increasing number of students who lack proficient reading skills is well known in Germany, as well as globally. Students with learning disabilities (LD), problem behavior, and German as a second language (L2) may face even greater hurdles. However, it is essential for teachers to provide adequate support to maintain equal educational…

Literacy influences all aspects of life. Unfortunately, a rising number of students struggle with reading and spelling, which can result in enormous educational barriers. Difficulties in literacy accompanied by learning-related problem behavior can create additional risk factors. Effective interventions for these students should consider…

Teachers of students with or at risk for emotional and behavioral disorders (EBD) may face obstacles and feel isolated when implementing social and emotional learning (SEL) programming with students. The teacher study group (TSG) offers an effective way to overcome barriers and improve SEL. These groups provide a gathering space for teachers to…

The purpose of this study was to examine how an early literacy intervention, Kindergarten Peer-Assisted Learning Strategies (K-PALS; Mathes et al. Kindergarten peer-assisted literacy strategies (K-PALS): Sopris West, 2001), can be intensified to extend the positive outcomes to students who do not initially demonstrate an adequate response to…

To investigate whether child × instruction effects contribute to mathematics gains in first grade, we conducted a cluster randomized controlled trial with 454 (205 treatment; 249 control) students in 28 classrooms. Classrooms were randomly assigned to implement Math Peer Assisted Learning Strategies (Math PALS) to supplement Saxon Math or Saxon…

Background: Research highlights the value of coaching to support elementary school teachers' use of effective classroom practices (Cappella et al., 2012; Owens et al., 2017). Coaching is particularly useful when teachers implement new or complex strategies, which can include culturally-responsive and equity-centered practices (i.e. strategies that…