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ERIC Number: EJ1163938
Record Type: Journal
Publication Date: 2018-Jan
Pages: 8
Abstractor: As Provided
ISSN: ISSN-1053-4512
Extending Peer-Assisted Learning Strategies for Racially, Linguistically, and Ability Diverse Learners
Thorius, Kathleen A. King; SantamarĂ­a Graff, Cristina
Intervention in School and Clinic, v53 n3 p163-170 Jan 2018
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.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Elementary and Secondary Education (ED)
Authoring Institution: N/A
Grant or Contract Numbers: S004D110021