TITLE

Peer-Assisted Learning Strategies for English Language Learners With Learning Disabilities

AUTHOR(S)
Sáenz, Laura M.; Fuchs, Lynn S.; Fuchs, Douglas
PUB. DATE
March 2005
SOURCE
Exceptional Children;Spring2005, Vol. 71 Issue 3, p231
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
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.
ACCESSION #
16265039

 

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