Effects of Peer-Assisted Learning Strategies on High School Students with Serious Reading Problems.

Fuchs, Lynn S.; Fuchs, Douglas; Kazdan, Sarah

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Peer reviewed

ERIC Number: EJ594961

Record Type: Journal

Publication Date: 1999

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0741-9325

EISSN: N/A

Available Date: N/A

Effects of Peer-Assisted Learning Strategies on High School Students with Serious Reading Problems.

Fuchs, Lynn S.; Fuchs, Douglas; Kazdan, Sarah

Remedial and Special Education, v20 n5 p309-18 Sep-Oct 1999

This study examined effects of peer-assisted learning strategies (PALS) on students' literacy development and beliefs about reading in nine secondary remedial and special-education classes. Analyses of variance indicated that, compared to control groups, PALS students grew more on reading comprehension and reported more positive beliefs about working hard to improve reading. (Author/DB)

Descriptors: Instructional Effectiveness, Learning Strategies, Peer Teaching, Program Effectiveness, Reading Difficulties, Remedial Reading, Secondary Education, Special Education, Student Attitudes, Teaching Models

Publication Type: Journal Articles; Reports - Research

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: Does Not Meet Evidence Standards

WWC Study Page: http://ies.ed.gov/ncee/wwc/study/69268

IES Cited: ED528940; ED498785

Author Affiliations: N/A