{"title":"教学语言和同伴互助学习是英语学习者学生阅读成绩的预测因素","authors":"Monica E. Romero, ChenYu Hung, Stephen D. Whitney","doi":"10.1007/s10643-024-01707-8","DOIUrl":null,"url":null,"abstract":"<p>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 (<i>N</i> = 1,004). Results from the Multilevel Modeling (MLM) analyses revealed an interaction between the language of instruction and the frequency of peer-mediated learning in EL’s second-grade reading. Specifically, ELs enrolled in English as a Second Language (ESL) programs who worked weekly with monolingual English speaker peers had greater reading scores than those who worked daily or monthly. Implications and recommendations for future research are discussed.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"30 1","pages":""},"PeriodicalIF":2.3000,"publicationDate":"2024-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Language of Instruction and Peer-Mediated Learning as Predictors of English Learner Students’ Reading Achievement\",\"authors\":\"Monica E. Romero, ChenYu Hung, Stephen D. Whitney\",\"doi\":\"10.1007/s10643-024-01707-8\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>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 (<i>N</i> = 1,004). Results from the Multilevel Modeling (MLM) analyses revealed an interaction between the language of instruction and the frequency of peer-mediated learning in EL’s second-grade reading. Specifically, ELs enrolled in English as a Second Language (ESL) programs who worked weekly with monolingual English speaker peers had greater reading scores than those who worked daily or monthly. Implications and recommendations for future research are discussed.</p>\",\"PeriodicalId\":47818,\"journal\":{\"name\":\"Early Childhood Education Journal\",\"volume\":\"30 1\",\"pages\":\"\"},\"PeriodicalIF\":2.3000,\"publicationDate\":\"2024-06-29\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Early Childhood Education Journal\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1007/s10643-024-01707-8\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Early Childhood Education Journal","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10643-024-01707-8","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Language of Instruction and Peer-Mediated Learning as Predictors of English Learner Students’ Reading Achievement
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 peer-mediated learning in EL’s second-grade reading. Specifically, ELs enrolled in English as a Second Language (ESL) programs who worked weekly with monolingual English speaker peers had greater reading scores than those who worked daily or monthly. Implications and recommendations for future research are discussed.
期刊介绍：
Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children.
Areas of Emphasis:
International studies;
Educational programs in diverse settings;
Early learning across multiple domains;
Projects demonstrating inter-professional collaboration;
Qualitative and quantitative research and case studies;
Best practices in early childhood teacher education;
Theory, research, and practice relating to professional development;
Family, school, and community relationships;
Investigations related to curriculum and instruction;
Articles that link theory and best practices;
Reviews of research with well-articulated connections to the field
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