ERIC Number: ED507452
Record Type: Non-Journal
Publication Date: 2009-Dec-6
Abstractor: As Provided
Reference Count: 1
PALS: Peer Assisted Learning Strategies
Dunn, Brandy N.
The purpose of this study was to examine the effectiveness of PALS (Peer Assisted Learning Strategies) for students who struggle with reading in first grade. Two groups of children were compared in terms of their reading fluency. The groups included English language learners (ELL) well as native English speakers. One group was instructed using the teacher directed PALS along with PALS partners. The other group was instructed on basal readers, leveled reading books, and one on one phonics instruction. The two groups were instructed by the same teacher, but in different years. There were twenty-one students in the PALS instruction, compared with 19 other students who were not given PALS instruction. The results show that after a complete rotation through PALS partners (56 days) and teacher directed PALS (56 days) there were significant differences between the increases in reading fluency along with the rate of increase in reading fluency. Results show that students participating in the PALS program make significant gains in their reading fluency, confirming the usefulness of the PALS program to reduce the gap between adequate and inadequate first grade readers. All schools with a first grade program should have PALS available for intervention of reading fluency.
Descriptors: Reading Fluency, Phonics, Basal Reading, Grade 1, Peer Teaching, Instructional Effectiveness, Teaching Methods, Reading Difficulties, Elementary School Students, English (Second Language), Reading Materials, Comparative Analysis, Reading Skills, Teacher Influence, Program Effectiveness, At Risk Students, Hispanic American Students, White Students
Publication Type: Reports - Evaluative
Education Level: Elementary Education; Grade 1
Authoring Institution: N/A