同伴辅导是英语学习者语言和阅读技能发展的一种模式

IF 1.1 Q4 PSYCHOLOGY, EDUCATIONAL

Journal of Applied School Psychology Pub Date : 2019-04-22 DOI:10.1080/15377903.2019.1597796

Marcia R. Sytsma, Carlos J. Panahon, D. Houlihan

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引用次数: 11

摘要

摘要随着全球文化人口结构的快速变化，有一种观点认为，学校心理学家实施同伴辅导策略是帮助双语学生和英语学习者的一种手段。综述了支持在掌握第二语言方面使用同伴辅导的文献。特别关注的是对等同伴辅导和跨年龄辅导，以及与传统的教师主导的方法相比，这些项目可能带来的可识别的优势。讨论了学校心理学家对双语和英语学习者实施同伴辅导的建议。

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Peer Tutoring as a Model for Language and Reading Skills Development for Students who are English Language Learners

Abstract With the rapid change in cultural demographics across the globe, an argument is constructed suggesting that school psychologists implement peer tutoring strategies as a means to help dual language students and English language learners. Literature supporting the use of peer tutoring in mastery of second languages is reviewed. Specific focus is on reciprocal peer tutoring and cross-age tutoring and the identifiable advantages these programs might present as compared with traditional teacher–led methods. Recommendations for school psychologists to implement peer tutoring for dual language and English learner students are discussed.

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来源期刊

Journal of Applied School Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

2.40

自引率

10.00%

发文量

期刊介绍： With a new publisher (Taylor & Francis) and a new editor (David L. Wodrich), the Journal of Applied School Psychology will continue to publish articles and periodic thematic issues in 2009. Each submission should rest on either solid theoretical or empirical support and provide information that can be used in applied school settings, related educational systems, or community locations in which practitioners work. Manuscripts appropriate for publication in the journal will reflect psychological applications that pertain to individual students, groups of students, teachers, parents, and administrators. The journal also seeks, over time, novel and creative ways in which to disseminate information about practically sound and empirically supported school psychology practice.