The Effects of Peer-Assisted Learning Strategies and Curriculum-Based Measurement on the Mathematics Performance of Secondary Students with Disabilities.

Calhoon, Mary Beth; Fuchs, Lynn S.

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Peer reviewed

ERIC Number: EJ673059

Record Type: Journal

Publication Date: 2003

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0741-9325

EISSN: N/A

Available Date: N/A

The Effects of Peer-Assisted Learning Strategies and Curriculum-Based Measurement on the Mathematics Performance of Secondary Students with Disabilities.

Calhoon, Mary Beth; Fuchs, Lynn S.

Remedial and Special Education, v24 n4 p235-45 Jul-Aug 2003

A study examined effects of peer-assisted learning strategies (PALS) and curriculum-based measurement (CBM) on the mathematics performance of 92 secondary students with disabilities. PALS/CBM was implemented twice weekly and CBM weekly for 15 weeks. PALS/CBM students improved their computation math skills significantly more than controls, but not concepts/application math skills. (Contains references.) (Author/CR)

Descriptors: Computation, Curriculum Based Assessment, Disabilities, Instructional Effectiveness, Learning Strategies, Mathematical Applications, Mathematical Concepts, Mathematics Instruction, Peer Teaching, Secondary Education

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/73260

IES Cited: ED528940

Author Affiliations: N/A