Peer-Assisted Learning Strategies (PALS): A Validated Classwide Program for Improving Reading and Mathematics Performance

2020 ◽  
pp. 109-120
Author(s):  
Douglas Fuchs ◽  
Lynn S. Fuchs ◽  
Rebecca Abramson
Keyword(s):  
Learning Strategies ◽  
Mathematics Performance ◽  
Peer Assisted Learning ◽  
And Mathematics ◽  
Peer Assisted Learning Strategies ◽  
Reading And Mathematics

Peer-Assisted Learning Strategies

2021 ◽  
pp. 61-75
Author(s):  
Devin M. Kearns ◽  
Sarah R. Powell ◽  
Douglas Fuchs ◽  
Lynn S. Fuchs
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Learning Strategies ◽  
Change Agents ◽  
Sixth Grade ◽  
Peer Assisted Learning ◽  
Tutoring Program ◽  
And Mathematics ◽  
Vanderbilt University ◽  
Peer Assisted Learning Strategies

Peer-Assisted Learning Strategies (PALS) is a peer tutoring program available in the areas of reading and mathematics that incorporates peers as change agents in academic intervention. Developed at Vanderbilt University by Douglas Fuchs, Lynn S. Fuchs, and their colleagues, PALS is currently available in reading from kindergarten through high school and in mathematics from kindergarten through sixth grade. PALS is designed for implementation in general education settings with all students, including students with disabilities, and research supports the use of both Reading PALS and Math PALS. We provide recommendations for the implementation of PALS, as well as considerations of diversity and equity.

Factors Contributing to Teachers’ Sustained Use of Kindergarten Peer-Assisted Learning Strategies

2010 ◽  
Vol 3 (4) ◽  
pp. 315-342 ◽  
Author(s):  
Devin M. Kearns ◽  
Douglas Fuchs ◽  
Kristen L. McMaster ◽  
Laura Sáenz ◽  
Lynn S. Fuchs ◽  
...  
Keyword(s):  
Learning Strategies ◽  
Peer Assisted Learning ◽  
Sustained Use ◽  
Peer Assisted Learning Strategies

Examining the relation between PASS cognitive processes and superior reading and mathematics performance

2020 ◽  
Vol 58 (2) ◽  
pp. 252-267
Author(s):  
George K. Georgiou ◽  
Okan Bulut ◽  
Kristy Dunn ◽  
Jack A. Naglieri ◽  
J. P. Das
Keyword(s):  
Cognitive Processes ◽  
Mathematics Performance ◽  
And Mathematics ◽  
Reading And Mathematics

Effects of Peer-Assisted Learning Strategies on High School Students with Serious Reading Problems

1999 ◽  
Vol 20 (5) ◽  
pp. 309-318 ◽  
Author(s):  
Lynn S. Fuchs ◽  
Douglas Fuchs ◽  
Sarah Kazdan
Keyword(s):  
High School ◽  
Special Education ◽  
Reading Comprehension ◽  
High School Students ◽  
Learning Strategies ◽  
Reading Fluency ◽  
Outcome Measurement ◽  
Peer Assisted Learning ◽  
School Students ◽  
Peer Assisted Learning Strategies

This study examined the effects of peer-assisted learning strategies (PALS) on students' literacy development and beliefs about reading, when PALS is implemented with secondary-level students in remedial and special education classes. Teachers were assigned to PALS ( n = 9 classes) and contrast ( n = 9 classes) treatments. Teachers implemented PALS with their entire classes five times every 2 weeks, for 16 weeks. To designate research participants for outcome measurement, teachers identified all students whose reading instructional levels were Grades 2 through 6. Reading comprehension and fluency were measured before and after treatment; beliefs were indexed after treatment. Analyses of variance indicated that, compared to contrast counterparts, PALS students grew more on reading comprehension and reported more positive beliefs about working hard to improve reading. However, PALS and contrast students grew comparably on reading fluency and reported similar beliefs about being and wanting to become better readers. Implications are discussed for developing effective forms of peer-mediated instruction for use in high school remedial and special education classes.

Hidden Progress of Multilingual Students on NAEP

2018 ◽  
Vol 47 (6) ◽  
pp. 391-398 ◽  
Author(s):  
Michael J. Kieffer ◽  
Karen D. Thompson
Keyword(s):  
English Learners ◽  
Mathematics Performance ◽  
Home Language ◽  
Educational Progress ◽  
National Assessment ◽  
Multilingual Students ◽  
And Mathematics ◽  
Racial Ethnic ◽  
Reading And Mathematics

Using National Assessment of Educational Progress data from 2003 to 2015, this brief describes changes in the reading and mathematics performance of multilingual students—defined as students who report a primary home language or languages other than English. Although all students’ scores improved, multilingual students’ scores improved two to three times more than monolingual students’ scores in both subjects in Grades 4 and 8. There was little evidence that these trends were explained by cohort changes in racial/ethnic, socioeconomic, or regional composition. These promising trends are obscured when researchers and policymakers focus only on scores for students currently classified as English learners.

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