Peer reviewed
ERIC Number: EJ696976
Record Type: Journal
Publication Date: 2005
Pages: 17
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0014-4029
EISSN: N/A
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.
Descriptors: Second Language Learning, Grade 3, Reading Comprehension, Reading Teachers, Learning Disabilities, Learning Strategies, English, Peer Teaching
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
Grant or Contract Numbers: N/A
What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations
WWC Study Page: http://ies.ed.gov/ncee/wwc/study/70925
IES Cited: ED497258; ED528940