Peer-Assisted Learning Strategies: Making Classrooms More Responsive to Diversity.

Autor/inn/en	Fuchs, Douglas; und weitere
Institution	Vanderbilt Univ., Nashville, TN. Peabody Coll.
Titel	Peer-Assisted Learning Strategies: Making Classrooms More Responsive to Diversity.
Quelle	(1996), (57 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Disabilities; Elementary Education; Instructional Effectiveness; Junior High Schools; Learning Strategies; Low Achievement; Middle Schools; Peer Teaching; Program Effectiveness; Reading Achievement; Reading Comprehension; Reading Instruction; Teaching Methods; Tutorial Programs + Suchen Sie Ihr Suchwort? Schulleistung; Handicap; Behinderung; Elementarunterricht; Unterrichtserfolg; Sekundarstufe I; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Unterdurchschnittliche Leistung; Middle school; Mittelschule; Mittelstufenschule; Peer group teaching; Peer Group Teaching; Leseleistung; Leseverstehen; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem
Abstract	A classwide peer tutoring program in reading, implemented at 12 elementary and middle schools in three contiguous districts in the middle of a southern state, was evaluated for its effectiveness with three learner types: low achievers with disabilities, low achievers without disabilities, and learners of average achievement. Twenty teachers implemented the Peer Assisted Learning Strategies (PALS) program for 15 weeks, and 20 teachers who did not implement it served as controls. The PALS program involves having pairs of students engage in three strategic reading activities: partner reading with retell, paragraph summary, and prediction relay. In each of the 40 classrooms, data were collected systematically on three students representing the three learner types. Pre- and post-treatment reading achievement data were collected on three measures of the Comprehensive Reading Assessment Battery. Findings indicated that, irrespective of type of measure and type of learner, students in peer tutoring classrooms demonstrated greater reading progress than control students. (Contains approximately 120 references.) (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC