The Effects of Peer-Assisted Learning Strategies and Curriculum-Based Measurement on the Mathematics Performance of Secondary Students with Disabilities

2003 ◽  
Vol 24 (4) ◽  
pp. 235-245 ◽  
Author(s):  
Mary Beth Calhoon ◽  
Lynn S. Fuchs
Keyword(s):  
Students With Disabilities ◽  
Learning Strategies ◽  
Secondary Students ◽  
Mathematics Performance ◽  
Curriculum Based Measurement ◽  
Peer Assisted Learning ◽  
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.

The Effectiveness of Kindergarten Peer-Assisted Learning Strategies for Students with Disabilities

2011 ◽  
Vol 77 (3) ◽  
pp. 299-316 ◽  
Author(s):  
Brooke H. Rafdal ◽  
Kristen L. Mcmaster ◽  
Scott R. Mcconnell ◽  
Douglas Fuchs ◽  
Lynn S. Fuchs
Keyword(s):  
Students With Disabilities ◽  
Learning Strategies ◽  
Peer Assisted Learning ◽  
Peer Assisted Learning Strategies

Extending Peer-Assisted Learning Strategies for Racially, Linguistically, and Ability Diverse Learners

2017 ◽  
Vol 53 (3) ◽  
pp. 163-170 ◽  
Author(s):  
Kathleen A. King Thorius ◽  
Cristina Santamaría Graff
Keyword(s):  
Students With Disabilities ◽  
Learning Strategies ◽  
Reading Intervention ◽  
Students Of Color ◽  
English Learners ◽  
Lived Experiences ◽  
Diverse Learners ◽  
Student Diversity ◽  
Peer Assisted Learning ◽  
Peer Assisted Learning Strategies

This article discusses a research-based reading intervention called peer-assisted learning strategies in reading (PALS) and includes practical suggestions for educators concerned with literacy as a tool to reposition and empower students of color, English learners, and students with disabilities in schools and society. Following a rationale informed by historical oppression related to learners’ race, language, and ability, the article describes PALS methodology along with specific extensions for incorporating students’ lived experiences, considering disability as an important element of student diversity, and focusing on students’ progress and cooperation beyond their reading problems and competition.

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

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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