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Autor/inn/en | Fuchs, Lynn S.; Fuchs, Douglas; Kazdan, Sarah |
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Titel | Effects of Peer-Assisted Learning Strategies on High School Students with Serious Reading Problems. |
Quelle | In: Remedial and Special Education, 20 (1999) 5, S.309-18Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0741-9325 |
Schlagwörter | Instructional Effectiveness; Learning Strategies; Peer Teaching; Program Effectiveness; Reading Difficulties; Remedial Reading; Secondary Education; Special Education; Student Attitudes; Teaching Models |
Abstract | 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) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |