Peer-Assisted Learning Strategies in Reading: Extensions for Kindergarten, First Grade, and High School

The purpose of this article is to describe downward and upward extensions of Peer-Assisted Learning Strategies (PALS) in reading, which was originally developed for Grades 2-6. Extensions have occurred for kindergarten, first grade, and high school. We begin by describing our rationale for the devel...

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Bibliographic Details
Published in:Remedial and special education 2001-01, Vol.22 (1), p.15-21
Main Authors: Fuchs, Douglas, Fuchs, Lynn S., Thompson, Anneke, Svenson, Ebba, Yen, Loulee, Al Otaiba, Stephanie, Yang, Nancy, Mcmaster, Kristin Nyman, Prentice, Karen, Kazdan, Sarah, Saenz, Laura
Format: Article
Language:English
Subjects:
Classroom Techniques
Classrooms
Collaborative learning
Cooperative Learning
Educational Change
Elementary schools
Elementary Secondary Education
Grade 1
Grade 2
Grade 6
High schools
Illiteracy
Inclusive Schools
Kindergarten
Kindergartens
Learning Activities
Learning disabled students
Learning Strategies
Mild Disabilities
Peer instruction
Peer Teaching
Reading
Reading comprehension
Reading Instruction
Reading Skills
Reading Strategies
Reciprocal Teaching
Student Needs
Students
Teachers
Teaching methods
Tutoring
USA
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Summary:The purpose of this article is to describe downward and upward extensions of Peer-Assisted Learning Strategies (PALS) in reading, which was originally developed for Grades 2-6. Extensions have occurred for kindergarten, first grade, and high school. We begin by describing our rationale for the development of PALS. Then we provide an overview of the Grades 2-6 PALS program and illustrate why additional PALS activities were required to address younger and older students' developmental needs. Finally, we describe the PALS extensions.
ISSN:0741-9325
1538-4756
DOI:10.1177/074193250102200103