The Effects of Cooperative, Collaborative, and Peer-Tutoring Strategies on English Learners Reading and Speaking Proficiencies in an English-Medium Context: A Research Synthesis | Academic Article individual record
abstract

We conducted a research synthesis to examine the impact of cooperative, collaborative, and peer-tutoring strategies on elementary English learners (EL) reading and oral proficiencies in studies from the United States. Seven studies were included in the analysis and fully examined regarding the characteristics of sample, intervention, design, and outcome. Effect sizes were reported by the outcome. We found that cooperative/collaborative/peer-tutoring (CCP) strategies boost elementary ELs reading comprehension, reading fluency, and phonemic awareness. Ongoing professional development (PD) and coaching help teachers to improve the quality of strategy implementation. The findings indicated that the quality of implementation, the actual amount of time of these strategies are used in the classroom, and the instructional impact of CCP strategies utilization to improve ELs English reading and speaking should be the focus of future research.

publication outlet

SAGE Open

author list (cited authors)
Tang, S., Irby, B. J., Tong, F., & Lara-Alecio, R.
publication date
2021
publisher
keywords
  • 4 Quality Education
  • Behavioral And Social Science
identifier
588897SE
Digital Object Identifier (DOI)
start page
215824402110608
end page
215824402110608
volume
11
issue
4