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Peer reviewed Peer reviewed
ERIC Number: EJ696976
Record Type: Journal
Publication Date: 2005
Pages: 17
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0014-4029
Peer-Assisted Learning Strategies for English Language Learners with Learning Disabilities
Saenz, Laura M.; Fuchs, Lynn S.; Fuchs, Douglas
Exceptional Children, v71 n3 p231 Spr 2005
This study assessed the effects of Peer-Assisted Learning Strategies (PALS), a reciprocal classwide peer-tutoring strategy, on the reading performance of native Spanish-speaking students with learning disabilities (LD) and their low-, average-, and high-achieving classroom peers. Participants were 132 native Spanish-speaking English language learners (ELL) in Grades 3 through 6, along with their 12 reading teachers. Teachers were assigned randomly to PALS and contrast groups. PALS sessions were conducted 3 times a week for 15 weeks. Students were tested before and after treatment. PALS students outgrew contrast students on reading comprehension, and those effects were not mediated by student type.
Council for Exceptional Children, 1110 North Glebe Road, Suite 300, Arlington, VA 22201-5704. Web site: http://www.cec.sped.org/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations
IES Cited: ED497258; ED528940