References

Meets WWC evidence standards

Saenz, L. M., Fuchs, L. S., & Fuchs, D. (2005). Peer-assisted learning strategies for English language learners with learning disabilities. Exceptional Children, 71(3), 231–247.

Additional source:
Saenz, L. M. (2002). Peer-assisted learning strategies for limited English proficient students with learning disabilities. (Doctoral dissertation, Vanderbilt University, 2002). Dissertation Abstracts International, 63(07A), 163–2505.

Studies that fall outside the English Language Learners review protocol or do not meet WWC evidence standards

Calhoon, M. B., Al Otaiba, S. A., Cihak, D., King, A., & Avalos, A. (2007). Effects of a peer-mediated program on reading skill acquisition for two-way bilingual first-grade classrooms. Learning Disability Quarterly, 30(3), 169–184. The study does not meet WWC evidence standards because it is a randomized controlled trial in which the combination of overall and differential attrition rates exceeds WWC standards for this area, and the subsequent analytic and comparison groups are not shown to be equivalent.

Calhoon, M. B., Al Otaiba, S., Greenberg, D., King, A., & Avalos, A. (2006). Improving reading skills in predominantly Hispanic Title 1 first-grade classrooms: The promise of peer-assisted learning strategies. Learning Disabilities Research & Practice, 21(4), 261–272. The study is ineligible for review because it does not use a sample aligned with the protocol; the sample is less than 60% English language learners.

McMaster, K. L., Kung, S.-H., Han, I., & Cao, M. (2008). Peer-assisted learning strategies: A “Tier 1” approach to promoting English learners’ response to intervention. Exceptional Children, 74(2), 194–214. The study does not meet WWC evidence standards because it uses a quasi-experimental design in which the analytic intervention and comparison groups are not shown to be equivalent.