小团体语言教学中的同伴效应

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly Pub Date : 2025-08-07 DOI:10.1016/j.ecresq.2025.07.007

Michael P. Mesa, James A. Hernandez, Beth M. Phillips, Christopher J. Lonigan

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引用次数: 0

摘要

语言技能的习得是幼儿时期一项重要的发展任务。研究表明，年轻学生的语言技能与课堂上同龄人的语言技能有关。然而，这种关系还没有在幼儿期针对性小组（即第2层）教学的背景下进行探讨。本研究估计了同伴语言技能与学龄前（n = 522）和幼儿园（n = 652）参加有针对性的小团体语言干预（共345个小团体）的学生的语言发展之间的关系。研究结果表明，同伴语言技能与定向小团体教学中学生语言技能的发展有关。然而，这些关系似乎是复杂的，并且根据语言技能、同伴语言技能的概念化、年级水平和考前分数而变化。

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Peer effects in small-group language instruction

The acquisition of language skills is an important developmental task in early childhood. Research suggests that the language skills of young students are related to the language skills of their peers in the classroom. However, this relation has not been explored in the context of targeted small-group (i.e., Tier 2) instruction in early childhood. This study estimated the association of peer language skills with the language development of pre-kindergarten (n = 522) and kindergarten (n = 652) students participating in targeted, small-group, language interventions (345 total small groups). The results indicate that peer language skills are related to the development of students’ language skills in the context of targeted, small-group instruction. However, these relations appear to be complex and vary depending on the language skill, conceptualization of peer language skills, grade level, and pretest score.

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来源期刊

Early Childhood Research Quarterly Multiple-

CiteScore

7.00

自引率

8.10%

发文量

109

期刊介绍： For over twenty years, Early Childhood Research Quarterly (ECRQ) has influenced the field of early childhood education and development through the publication of empirical research that meets the highest standards of scholarly and practical significance. ECRQ publishes predominantly empirical research (quantitative or qualitative methods) on issues of interest to early childhood development, theory, and educational practice (Birth through 8 years of age). The journal also occasionally publishes practitioner and/or policy perspectives, book reviews, and significant reviews of research. As an applied journal, we are interested in work that has social, policy, and educational relevance and implications and work that strengthens links between research and practice.