Improving Reading Skills in Predominantly Hispanic Title 1 First-Grade Classrooms: The Promise of Peer-Assisted Learning Strategies

2006 ◽  
Vol 21 (4) ◽  
pp. 261-272 ◽  
Author(s):  
Mary Beth Calhoon ◽  
Stephanie Al Otaiba ◽  
Daphne Greenberg ◽  
Amber King ◽  
Annalise Avalos
Keyword(s):  
Learning Strategies ◽  
Reading Skills ◽  
First Grade ◽  
Peer Assisted Learning ◽  
Title 1 ◽  
Predominantly Hispanic ◽  
Peer Assisted Learning Strategies

Peer-Assisted Learning Strategies in Reading for Students With Different Learning Needs

2007 ◽  
Vol 6 (3) ◽  
pp. 395-410
Author(s):  
Laura M. Sáenz ◽  
Kristen L. McMaster ◽  
Douglas Fuchs ◽  
Lynn S. Fuchs
Keyword(s):  
High School ◽  
Learning Strategies ◽  
Peer Tutoring ◽  
First Grade ◽  
Learning Needs ◽  
Peer Assisted Learning ◽  
Classwide Peer Tutoring ◽  
Specific Activities ◽  
And Training ◽  
Peer Assisted Learning Strategies

This paper provides on overview of the classwide peer-tutoring strategy known as Peer-Assisted Learning Strategies (PALS) for reading. Specific activities and research supporting PALS for Kindergarten, First Grade, Grades 2 through 6, and High School are described. Then, research addressing the characteristics of students who have not responded to PALS, as well as approaches to identification and further intervention for PALS nonresponders, is summarized. Current efforts to examine PALS when taken “to scale” are briefly described followed by ways to obtain PALS materials and training.

Peer-Assisted Learning Strategies for First-Grade Readers: A Tool for Preventing Early Reading Failure

1999 ◽  
Vol 14 (1) ◽  
pp. 50-60 ◽  
Author(s):  
Patricia G. Mathes ◽  
Marcia L. Grek ◽  
Jill K. Howard ◽  
Allison E. Babyak ◽  
Shelley H. Allen
Keyword(s):  
Learning Strategies ◽  
Early Reading ◽  
First Grade ◽  
Reading Failure ◽  
Peer Assisted Learning ◽  
Peer Assisted Learning Strategies

The Effects of Peer-Assisted Learning Strategies on the Beginning Reading Skills of Young Children with Emotional or Behavioral Disorders

2001 ◽  
Vol 26 (4) ◽  
pp. 344-359 ◽  
Author(s):  
Katherine B. Falk ◽  
Joseph H. Wehby
Keyword(s):  
Learning Strategies ◽  
Behavioral Disorders ◽  
Peer Tutoring ◽  
Reading Skills ◽  
Reading Program ◽  
Beginning Reading ◽  
Kindergarten Students ◽  
Peer Assisted Learning ◽  
Emotional Or Behavioral Disorders ◽  
Peer Assisted Learning Strategies

Students with emotional or behavioral disorders (E/BD) often exhibit reading problems that contribute to a progressive pattern of academic underachievement and school failure. However, limited research exists concerning effective reading interventions for students with E/BD. One reading program that has been validated in the literature with students who have learning disabilities (LD) is Peer-Assisted Learning Strategies (PALS), which consists of teacher-led and peer tutoring components. The purpose of this study was to determine the effectiveness of Kindergarten PALS (K-PALS) in increasing the beginning reading skills of kindergarten students identified as having E/BD. Results indicated that the peer tutoring phase of K-PALS led to increases in student scores on letter-sound correspondence and blending probes. Consistent with the literature on the efficacy of PALS with the LD population, these findings suggest that K-PALS is a promising approach in increasing the reading performance of students with E/BD who are at risk for reading failure.

Peer-Assisted Learning Strategies for First-Grade Readers: Responding to the Needs of Diverse Learners

1998 ◽  
Vol 33 (1) ◽  
pp. 62-94 ◽  
Author(s):  
Patricia G. Mathes ◽  
Jill K. Howard ◽  
Shelley H. Allen ◽  
Douglas Fuchs
Keyword(s):  
Learning Strategies ◽  
First Grade ◽  
Diverse Learners ◽  
Peer Assisted Learning ◽  
Peer Assisted Learning Strategies

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

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.

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.

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