ClassWide Peer Tutoring Learning Management System - Applications with elementary-level English language learners

For the past 18 years, we have engaged in a program of research designed to improve the literacy of poor culturally and linguistically diverse student s and English language learners (ELL) in urban elementary schools. interven tion research has addressed the issue of what works best, how it can be app lied and sustained schoolwide, and how computer and information management technology can improve quality and reduce teachers' work loads. The net pro duct of this research is the Class-Wide Peer Tutoring Learning Management S ystem (CWPT-LMS). In this article, we report on use of the CWPT-LMS in the literacy instruction of elementary-level ELL. Five ELL teachers and 117 stu dents In a multiracial/multiethnic urban elementary school, including stude nts with disabilities. participated in the study. Results Indicated that EL L made considerable progress in mastering the curriculum over periods rangi ng from 15 to 21 weeks of school across teachers, teachers implemented CWPT to high standards of fidelity, students' and teachers' satisfaction with t he CWPT program was high, and consultation improved program implementation and student outcomes of all but one classroom. Implications of these findin gs are discussed.