The purpose of this study was to compare the effects of a peer tutoring treatment involving bilingual migrant children and native English-speaking children on the oral language development of limited-English proficient migrant children. / The treatment consisted of 37 twenty-minute second language tutoring sessions. The curriculum content selected was from Action Sequence Stories Program, Act I. Subjects in treatment I were paired with a bilingual migrant tutor; in treatment II, subjects were paired with a native English-speaking tutor; and the control group consisted of teacher-centered, whole group instruction. / Subjects were forty-two 8-12 year olds whose native language was Spanish. A pretest, The IDEA, IPT I, stratified subjects into two levels of proficiency. Subjects were randomly assigned to the three treatment groups in each stratum. / The two groups of tutors were randomly selected and matched on three variables (a) age, (b) sex, and (c) grade level. Dyads consisting of one tutor and a limited-English proficient child were formed by randomly assigning tutors to subjects on similar variables. / An analysis of covariance was used to analyze the data collected with posttest scores on the IPT I, as the dependent variable. Spanish reading comprehension performance was analyzed as a covariate as was the pretest. / No significant differences were found between the three treatment groups on the posttest. All three groups had similar significant growth on the posttest measure. Spanish literacy had no significant relationship with oral language development. The analysis of the pretest as a covariate revealed significance indicating that the individual differences on the posttest already existed in the pretest. / The results suggest that cross-level peer tutoring either by a bilingual migrant or native English-speaking tutor, and teacher-centered, whole group instruction are equal in their effectiveness as techniques for Spanish-speaking migrant children. / In summary, peer tutoring by more fluent speakers of the target language engaged in meaningful structured activities may facilitate English oral language development. / Source: Dissertation Abstracts International, Volume: 48-07, Section: A, page: 1682. / Thesis (Ph.D.)--The Florida State University, 1987.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_76137 |
| Contributors | SERRANO, CHERYL JEAN., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 125 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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