Writing development: Invented spelling and peer instruction in English language learners

Scope and Method of Study: The purpose of this study was to examine the effects of peer partnerships on the writing development of English language learners. The study was qualitative in nature and looked at an alphabetic knowledge scale, student work samples, teacher observations, and peer partnership observations over the course of the sixteen week study. The peer partnerships were implemented midway through the study and data was collected to determine the effectiveness of these partnerships. The researcher looked at the differences in writing development between English language and English native language learners. Participants in the study were eighteen five and six year olds who were part of the investigators classroom. Parental consent was given for each subject.;Findings and Conclusions: English language learners and English native language learners progressed similarly through the various stages of writing development. Both types of learners followed the same path of writing development, but the English native language learners progressed slightly quicker than the English language learners. The English language learners did benefit greatly from the implementation of the peer partnerships. The English language learners showed increased risk taking, oral language, confidence, and social skills following the implementation and establishment of the peer partnerships.