Using Peer Response Groups with Limited English Proficient Writers.

Prater, Doris L.; Bermudez, Andrea B.

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Peer reviewed

ERIC Number: EJ507285

Record Type: Journal

Publication Date: 1993

Pages: N/A

Abstractor: N/A

ISBN: N/A

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Using Peer Response Groups with Limited English Proficient Writers.

Prater, Doris L.; Bermudez, Andrea B.

Bilingual Research Journal, v17 n1-2 p99-116 Win-Spr 1993

Effects of heterogeneous peer response groups (heterogeneous for language proficiency and ability) on the writing of limited-English-proficient (LEP) students was investigated in fourth-grade language arts classes. After one month, significant improvements on two measures of fluency were found for LEP students assigned to peer response groups, but overall quality of compositions produced did not differ. (TD)

Descriptors: Cooperative Learning, English (Second Language), Grade 4, Heterogeneous Grouping, Intermediate Grades, Language Fluency, Language Proficiency, Limited English Speaking, Peer Evaluation, Writing (Composition), Writing Instruction, Writing Skills

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations

WWC Study Page: http://ies.ed.gov/ncee/wwc/study/78760

IES Cited: ED499296

Author Affiliations: N/A