摘要
This study determined the effectiveness of Kindergarten Peer-Assisted Learning Strategies (K-PALS) for English Learners (ELs). We compared 20 K-PALS ELs to 20 Control ELs and to 20 K-PALS non-ELs on early reading skill acquisition, using a pretest-posttest control group design with matched samples. We also compared proportions of ELs unresponsive to K-PALS to ELs unresponsive to traditional instruction. Teachers implemented K-PALS 4 times per week for 18 weeks. Following intervention, analyses ofcovariance on posttest measures indicated that K-PALS ELs performed reliably higher than Control ELs on measures of phonemic awareness and letter sound recognition, and they performed similarly to K-PALS non-ELs. Findings are discussed in terms of K-PALS efficacy for Els in a response-to-intervention framework. © 2008 Council for Exceptional Children.