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Showing all 6 results
Peer reviewedFuchs, Douglas; Fuchs, Lynn S.; Mathes, Patricia G.; Martinez, Elizabeth A. – Learning Disabilities: Research & Practice, 2002
A study collected sociometric data in 39 second- through sixth-grade classrooms, 22 of which were engaged in Peer-Assisted Learning Strategies (PALS), a form of peer tutoring. Students with learning disabilities in PALS classes were more socially accepted than those in no-PALS classes and enjoyed the same social standing as controls. (Contains…
Descriptors: Elementary Education, Inclusive Schools, Interpersonal Relationship, Learning Disabilities
Peer reviewedMathes, Patricia G.; Babyak, Allison E. – Learning Disabilities: Research & Practice, 2001
A study involving 28 teachers found Peer-Assisted Literacy Strategies (PALS) enhanced reading performance of first-grade students, although not equally for all learner types. Students who were low-achieving who participated in both PALS and teacher-directed small-group mini-lessons benefited more greatly than students who participated only in…
Descriptors: Beginning Reading, Cooperative Learning, Elementary Education, Learning Disabilities
Direct linkVaughn, Sharon; Mathes, Patricia G.; Linan-Thompson, Sylvia; Francis, David J. – Learning Disabilities Research and Practice, 2005
The purpose of this article is to describe features of interventions that are empirically validated for use with first-grade students at risk for reading disabilities who are English language learners (ELLs) and whose home language is Spanish. The empirical evidence supporting these interventions is summarized. Interventions for improving oral…
Descriptors: High Risk Students, Second Language Learning, Reading Ability, Oral Language
Peer reviewedMathes, Patricia G.; Grek, Marcia L.; Howard, Jill K.; Babyak, Allison E.; Allen, Shelley H. – Learning Disabilities Research and Practice, 1999
Describes Peer-Assisted Learning Strategies for First-Grade Readers, a type of classwide peer tutoring designed specifically to help general-education teachers prevent, or at least reduce, early reading failure. A description of program components, empirical evidence of its effectiveness, and case studies are presented. (Author/CR)
Descriptors: Beginning Reading, Case Studies, Elementary Education, Inclusive Schools
Peer reviewedMathes, Patricia G.; Fuchs, Lynn S. – Learning Disabilities Research and Practice, 1993
This study of 67 intermediate grade students with reading difficulties found that students in a peer-mediated sustained reading condition performed better than peer-mediated repeated reading students and control students receiving typical reading instruction, on fluency but not on comprehension. No effect for the level of text difficulty was…
Descriptors: Difficulty Level, Instructional Effectiveness, Intermediate Grades, Language Fluency
Peer reviewedMathes, Patricia G.; And Others – Learning Disabilities Research and Practice, 1994
Peabody Classwide Peer Tutoring is presented as an innovative, research-based instructional alternative that gives teachers greater flexibility to accommodate diversity while increasing students' opportunity to engage actively in meaningful, strategy-based reading practice. During 35-minute tutoring sessions, students participate in partner…
Descriptors: Elementary Secondary Education, Peer Teaching, Reading Comprehension, Reading Difficulties
