Cooperative Peer Instruction: Positively Impacting English Learners’ Reading Success

By Isela Almaguer.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

Dyad Reading is a cooperative peer reading instructional strategy utilized with a culturally and linguistically diverse population. It was implemented in a large rural school district with predominantly Hispanic English learners. Specifically, dyad reading is unison reading of a “lead reader” who reads well and an “assisted reader,” who does not read well simultaneously reading aloud at a normal rate (Eldredge, 1995). Through the use of dyad reading instruction, peers are considered essential and effective resources in their classrooms. Utilizing this cooperative paired reading strategy allows the sharing of reading experiences among students who are struggling readers and adds additional support for English learners who are taking on the challenge of learning a second language. Supporting rationale is provided affirming the positive effects on student’s motivation to be successful readers, their development of a second language, as well as, teacher’s interest in incorporating this strategy into their curriculum. The implementation and success of this effective literacy building strategy will be explored. Additionally, an explanation of the use of dyad reading instruction and its practical application in the classroom setting will be described. It is suggested that through dyad reading instruction English learners will increase in their literacy levels while simultaneously developing a second language within the social context of the classroom.

Keywords: Literacy Development, Socially Mediated Instruction, English Learners

The International Journal of Learning, Volume 15, Issue 3, pp.353-358. Article: Print (Spiral Bound). Article: Electronic (PDF File; 520.612KB).

Dr. Isela Almaguer

Assistant Professor, Curriculum and Instruction Department, College of Education, The University of Texas Pan American, Edinburg, Texas, USA

Dr. Isela Almaguer is an Assistant Professor in the Department of Curriculum and Instruction at The University of Texas Pan American in Edinburg, Texas. Her research interests include literacy and bi literacy development, technology and teacher education, socially mediated instructional approaches and second language acquisition in dual language settings.

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