| This study was implemented in a second grade Spanish monolingual class. Data were collected through qualitative and quantitative methods including pre- and post- testing, students surveys, anecdotal notes and observations. It was theorized that English sight word acquisition and fluency rates would increase through peer tutoring by a second grade English monolingual class and social interactions would increase. The results of the study suggest peer tutoring is a best teaching practice to assist ELLs in the acquisition of English language skills. |
