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ERIC Number: EJ851604
Record Type: Journal
Publication Date: 2009-Oct
Pages: 9
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0361-476X
Fostering the Reading Comprehension of Secondary School Students through Peer-Assisted Learning: Effects on Strategy Knowledge, Strategy Use, and Task Performance
Sporer, Nadine; Brunstein, Joachim C.
Contemporary Educational Psychology, v34 n4 p289-297 Oct 2009
Based on the work of Fuchs and Fuchs [Fuchs, D., & Fuchs, L. S. (2001). Peer-assisted learning strategies in reading: Extensions for Kindergarten, first grade and high school. "Remedial & Special Education," 22, 15-21], this study examined the effects of a peer-assisted learning strategies (PALS) program on the reading comprehension of 7th-grade students. In a pretest-posttest (active) control group design, eight intact classes consisting of 186 students were assigned either to a PALS condition or to a traditional instruction condition (TI). In 17 lessons, students were instructed by their regular teachers in the understanding of age-appropriate reading material. Treatment success was assessed with both performance-related (reading comprehension) and strategy-related (declarative and procedural strategy knowledge) test tasks. At posttest, PALS students (a) scored higher on experimenter-constructed and standardized comprehension tests, (b) achieved higher scores on declarative and procedural measures of summarizing strategies, and (c) improved to a greater extent in their understanding of self-regulated reading activities than TI students. (Contains 3 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A