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<p>The present study utilized a randomized cluster design to evaluate a brief, two-week classwide peer-tutoring literacy intervention among Latine emergent bilingual (EB) learners in grades 2 through 5 in a rural school district. Sixty-four Latine Spanish-speaking EBs participated, randomly assigned to either the treatment or control conditions. Results showed that students in the treatment group significantly outperformed those in the control group on Spanish oral reading fluency and English reading comprehension measures, although no significant differences were found for English oral reading fluency. These findings suggest that a simple, cost-effective intervention that does not require extensive training can positively impact the literacy skills of EB students.</p>

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Effects of a Classwide Peer-Mediated Literacy Intervention for Latine Emergent Bilingual Students

  • 期刊论文

  • 发表日期：

    2026年1月6日

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  • Monica E. Romero,
  • Matthew K. Burns

摘要

The present study utilized a randomized cluster design to evaluate a brief, two-week classwide peer-tutoring literacy intervention among Latine emergent bilingual (EB) learners in grades 2 through 5 in a rural school district. Sixty-four Latine Spanish-speaking EBs participated, randomly assigned to either the treatment or control conditions. Results showed that students in the treatment group significantly outperformed those in the control group on Spanish oral reading fluency and English reading comprehension measures, although no significant differences were found for English oral reading fluency. These findings suggest that a simple, cost-effective intervention that does not require extensive training can positively impact the literacy skills of EB students.