Practice Explanation
Partner work provides the opportunities for students to practice what the teacher has taught and can be used to strengthen a wide range of skills, including word and text reading, fluency practice, comprehension, vocabulary development, spelling, and writing.
Characteristics of effective partner work include:
- Clear instructional activities are planned in advance by the teacher and based on material that has been taught
- Procedures and routines for working in pairs are taught by the teacher in advance of peer work
- Members of pairs differ in reading ability or English proficiency
- Peers work together approximately 90 minutes per week in reading and language practice.
EXAMPLE: A third grade teacher builds different types of peer practice into reading instruction. During whole-class instruction, he asks peer pairs to use new vocabulary words in sentences to demonstrate understanding of meaning. Selected pairs share examples with the class. As part of comprehension practice, students practice story retelling. Students are trained to provide structured prompts to aid retelling. Finally, students listen to partners read aloud for fluency practice, supplying words to their partners as needed.
Research Evidence
Two experiments (randomized controlled trials) have been reviewed by the What Works Clearinghouse and rated as providing potentially positive effects on reading achievement. Two other studies showed positive impact on reading for groups of four to six students working together.
The expert panel recommends using peer-assisted practice for English language development although there is no experimental research using this outcome measure.
The expert panel suggests that the recommendations are relevant for cooperative learning groups as well as pairs even though there is less evidence that supports cooperative groups.
Key Research
1. Calderon, M., Hertz-Lazarowitz, R., & Slavin, R. (1998).
Effects of bilingual cooperative integrated reading and composition on students transitioning from Spanish to English reading.
Elementary School Journal, 99, 153-165.
Quasi-experimental study of cooperative learning groups that met What Works Clearinghouse standards with reservations. The intervention showed potentially positive effects on reading achievement and English language development for Spanish-speaking English learners in grade 3.
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2. Calhoon, M.B., Al Otaiba, S., Cihak, D., King, A., & Avalos, A.C. (2006).
Effects of peer-mediated program on reading skill acquistation for two-way bilingual first grade classrooms.
Article submitted for publication.
Randomized controlled trial with first grade students that showed positive effects of peer-assisted learning on letter-sound and word-attach measures as well as phonemic awareness and oral reading fluency.
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3. McMaster, K.L., Kung, H., Han, I., & Cao, M. (in press).
Peer-Assisted Learning Strategies: A “tier 1” approach to promoting responsiveness to beginning reading instruction for English learners.
Exceptional Children.
This is a quasi-experimental study of the Peer-Assisted Learning Strategies program.
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4. Saenz, L.M., Fuchs, L.S., & Fuchs, D. (2005).
Peer-Assisted Learning Strategies for English language learners with learning disabilities.
Exceptional Children, 71, 231-247.
This study assessed the effects of Peer-Assisted Learning Strategies (PALS) for 132 native Spanish-speaking English language learners, some with learning disabilities. The authors conclude that PALS improves the reading comprehension of students.
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5. Klingner, J.K & Vaughn, S. (1996).
Reciprocal teaching of reading comprehension strategies for students with learning disabilities who use English as a second language.
Elementary School Journal, 96, 275-293.
This study tested whether cooperative learning or peer tutoring was more effective in promoting comprehension with English learners with learning disabilities. Although there was some evidence that peer tutoring was most effective, both interventions led to improved learning outcomes. Strong claims cannot be made because there was no control group.
Practice Overview
Schedule regular peer-assisted learning opportunities, including structured language practice.
At least 90 minutes a week should be spent on instructional activities where pairs of students at different levels work together in a structured activity. more >>
What the research has shown
The expert panel recommends peer-assisted practice because of several studies that showed positive impacts on reading achievement for students of different ability levels and at different grade levels. more >>
Connecting Peers, Including English Learners, to Improve Learning
Learn how to structure peer learning activities and incorporate peer-assisted instruction throughout the day. (8:55 min)
Download Transcript & Details – PDF | 112 KB
Expert Interviews
Implementing Peer-Assisted Learning
Margarita Calderon, Ph.D.
Johns Hopkins University
Dr. Calderon defines types of peer-assisted learning, describes the benefits for English learners, and shares practical tips for instruction. (4:37 min)
Download Extended Video – Quicktime | 97 MB | 14:37 min
Download Transcript & Details – PDF | 156 KB
Key Actions
1. Develop a plan for using structured partner work schoolwide and throughout the day.
Using partner work schoolwide is efficient. Once students learn the routines of pair work, they can quickly engage in practice opportunities in a wide variety of subjects. Using similar peer routines throughout the day allows teachers to augment the number of practice opportunities for all students.
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2. Use research-based techniques and strategies for structured partner work.
In addition to teaching students peer-assisted learning procedures, teachers need to structure the learning activities to maximize productive practice, including a product or way to check on the accuracy of responses. Research indicates results from about 90 minutes a week of peer practice.
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3. Prepare students to work with partners, including building on students’ cultural and linguistic backgrounds.
To get the most out of practice together, procedures for working together need to become routine for students. Preparation includes providing training in appropriate discourse, including prompts and feedback, as well as teacher modeling of the intended learning activity.
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4. Provide professional development and support for teachers to use partner work.
Teachers may require in-class support (coaching) to help them get started with peer-assisted learning in addition to training in establishing peer routines as well as structuring assignments to maximize learning.
Links
What Works Clearinghouse English Language Learner Intervention Report: Peer-Assisted Learning Strategies
The What Works Clearinghouse summary of its review related to the Peer-Assisted Learning Strategies instructional program. This is a study referenced in the expert panel report.
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Essential Features of Structured, Inclusive Academic Discussions
This collection of handouts (PDF) from Kate Kinsella’s keynote presentation at the 2006 OELA summit includes materials to help structure partner activities for academic discussion, including ways to plan for partner work in whole-group lessons and language strategies for discussion with partners.
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What Works Clearinghouse English Language Learner Intervention Report: Bilingual Cooperative Integrated Reading and Composition (BCIRC) Program
The What Works Clearinghouse summary of its review related to the Bilingual Cooperative Integrated Reading and Composition (BCIRC) program. This is a study referenced in the expert panel report.