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ERIC Number: EJ918895
Record Type: Journal
Publication Date: 2011
Pages: 18
Abstractor: As Provided
Reference Count: 33
ISBN: N/A
ISSN: ISSN-0014-4029
The Effectiveness of Kindergarten Peer-Assisted Learning Strategies for Students with Disabilities
Rafdal, Brooke H.; McMaster, Kristen L.; McConnell, Scott R.; Fuchs, Douglas; Fuchs, Lynn S.
Exceptional Children, v77 n3 p299-316 Spr 2011
This study determined the effectiveness of Kindergarten Peer-Assisted Learning Strategies (K-PALS) for students with disabilities. The researchers randomly assigned 89 kindergartners with individualized education programs (IEPs) from 47 classrooms to control (n = 9); K-PALS Level 1 (teachers received 1-day workshop; n = 19); or K-PALS Level 2 (teachers received workshop plus booster sessions; n = 19). Multivariate analysis of covariance on posttest measures of beginning reading skills indicated that K-PALS students outperformed controls on alphabetic and oral reading measures, but that no reliable between-group differences were attributable to level of support. The researchers also discuss directions for further research and implications for implementing classroom-based reading interventions for students with disabilities. (Contains 5 tables.)
Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Minnesota