The Role of Hang-Out Ties in Reading Comprehension and Small Group Interactions for Multilingual Students
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| Title: | The Role of Hang-Out Ties in Reading Comprehension and Small Group Interactions for Multilingual Students |
|---|---|
| Language: | English |
| Authors: | Andrew Weaver (ORCID |
| Source: | Reading Research Quarterly. 2025 60(4). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305B140037 R305A200069 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 4 Intermediate Grades Grade 5 Middle Schools |
| Descriptors: | Reading Comprehension, Reading Instruction, Small Group Instruction, Interpersonal Relationship, Elementary School Students, Multilingualism, Grade 4, Grade 5 |
| DOI: | 10.1002/rrq.70053 |
| ISSN: | 0034-0553 1936-2722 |
| Abstract: | Small groups are commonly used in elementary reading classrooms, but relatively little research has examined the social factors that support small group reading instruction. This study tests whether the number of hang-out ties (i.e., the number of ties between students who like to hang out together) in small groups predicts reading comprehension among multilingual children in Grades 4 and 5, and whether interactions differ in small groups with high and low numbers of hang-out ties. We leverage data from a randomized controlled trial to examine whether the number of group hang-out ties predicts the later reading comprehension scores of participating multilingual students (N = 143; 46% female; 57% Asian American) using autoregressive path analysis. Furthermore, we explore differences in the patterns of interaction for groups with low (e.g., 0 to 2 ties) and high (e.g., 3 to 6) numbers of hang-out ties to see whether these differences might help explain the predictiveness of group hang-out ties on reading comprehension. Results indicated that the number of group hang-out ties negatively predicted later reading comprehension. Exploratory analyses of interaction patterns using observation data revealed that teachers asked more open-ended questions and elicited more student responses in groups with low numbers of hang-out ties. These findings suggest that small-group instruction may be most effective when students can learn from peers they know less well, as these other peers may offer novel linguistic assets, and that teachers may foster more group discussion when peers do not have existing hang-out ties. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2025 |
| Accession Number: | EJ1487243 |
| Database: | ERIC |
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| Abstract: | Small groups are commonly used in elementary reading classrooms, but relatively little research has examined the social factors that support small group reading instruction. This study tests whether the number of hang-out ties (i.e., the number of ties between students who like to hang out together) in small groups predicts reading comprehension among multilingual children in Grades 4 and 5, and whether interactions differ in small groups with high and low numbers of hang-out ties. We leverage data from a randomized controlled trial to examine whether the number of group hang-out ties predicts the later reading comprehension scores of participating multilingual students (N = 143; 46% female; 57% Asian American) using autoregressive path analysis. Furthermore, we explore differences in the patterns of interaction for groups with low (e.g., 0 to 2 ties) and high (e.g., 3 to 6) numbers of hang-out ties to see whether these differences might help explain the predictiveness of group hang-out ties on reading comprehension. Results indicated that the number of group hang-out ties negatively predicted later reading comprehension. Exploratory analyses of interaction patterns using observation data revealed that teachers asked more open-ended questions and elicited more student responses in groups with low numbers of hang-out ties. These findings suggest that small-group instruction may be most effective when students can learn from peers they know less well, as these other peers may offer novel linguistic assets, and that teachers may foster more group discussion when peers do not have existing hang-out ties. |
|---|---|
| ISSN: | 0034-0553 1936-2722 |
| DOI: | 10.1002/rrq.70053 |
