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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ636342
Record Type: CIJE
Publication Date: 2001
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0002-8312
The Effects of Peer-Assisted Literacy Strategies for First-Grade Readers with and without Additional Computer-Assisted Instruction in Phonological Awareness.
Mathes, Patricia G.; Torgesen, Joseph K.; Allor, Jill Howard
American Educational Research Journal, v38 n2 p371-410 Sum 2001
Studied the efficacy of Peer-Assisted Learning Strategies for First-Grade Readers (PALS-1) with children of varying reading ability and the impact of adding 8 to 10 hours of phonological awareness instruction by computer to the PALS-1 curriculum for low-achieving students. Results for 183 first graders show that PALS-1 enhanced reading ability, but no results were evident for the phonological awareness instruction. (SLD)
Descriptors: Computer Assisted Instruction, Elementary School Students, Grade 1, Peer Teaching, Reading Instruction
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Phonological Awareness
Note: Research supported by Grant No. H180G60004 from the Office of Special Education Programs from the U. S. Department of Education.