Using Peer Response Groups with Limited English Proficient Writers

The use of peer response groups in writing classrooms has become increasingly popular in recent years as emphasis has shifted from product to process. For the limited English proficient (LEP) student, however, interaction with peers or teacher has been more restricted. The present study investigated the effectiveness of the use of heterogeneous (in terms of language proficiency and ability) peer response groups with forty-six LEP students in grade four language arts classes. The results indicated significant differences on two measures of fluency for the subjects assigned to peer response groups; however, there was no difference in overall quality of compositions produced.