PALS for ELLS: Friend or foe? Effects of peer-assisted learning strategies on reading skills of English language learners with and without disabilities

The number of English language learners (ELLs) in public schools has increased significantly over the past decade. As a result of gaps in communication, instruction, teacher preparation, and cultural mismatch, many ELLs with and without disabilities are unable to read English at grade-level. This results in higher likelihood for grade retention, school dropout, and referrals to special education placement when compared to English speaking peers. Intervening is key to bridge the gap and prevent these negative outcomes. The purpose of this study was to investigate the effectiveness of two modified peer-assisted learning strategies (PALS) on the reading skills of English language learners with and without disabilities. More specifically the effects of a modified Partner Reading and Paragraph Shrinking strategy on the oral reading fluency and accuracy skills of English language learners with and without disabilities in the second grade. The current study employed a pretest/posttest control group quasi-experimental design and an exploratory case study analysis to examine the efficacy of the PALS components for ELLs. Results indicated the modified PALS intervention was effective in increasing the oral reading fluency and accuracy of English language learners with and without disabilities. More specifically, ELLs who received PALS treatment exceeded the typical rate of improvement expected for an average student in the same grade at the same time of year at a higher rate when compared to control group. Positive feedback was given by both teachers and students in terms of feasibility and importance of skills addressed. The exploratory analysis of the verbal interactions of multilingual students revealed students' use of a specific language was dependent on the specific skill or purpose of communication. Implications for this study are discussed.