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Autor/inn/en | Saenz, Laura M.; Fuchs, Lynn S.; Fuchs, Douglas |
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Titel | Peer-Assisted Learning Strategies for English Language Learners with Learning Disabilities |
Quelle | In: Exceptional Children, 71 (2005) 3, S.231 (17 Seiten)Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0014-4029 |
Schlagwörter | Second Language Learning; Grade 3; Reading Comprehension; Reading Teachers; Learning Disabilities; Learning Strategies; English; Peer Teaching Zweitsprachenerwerb; School year 03; 3. Schuljahr; Schuljahr 03; Leseverstehen; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Learning handicap; Lernbehinderung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; English language; Englisch; Peer group teaching; Peer Group Teaching |
Abstract | This study assessed the effects of Peer-Assisted Learning Strategies (PALS), a reciprocal classwide peer-tutoring strategy, on the reading performance of native Spanish-speaking students with learning disabilities (LD) and their low-, average-, and high-achieving classroom peers. Participants were 132 native Spanish-speaking English language learners (ELL) in Grades 3 through 6, along with their 12 reading teachers. Teachers were assigned randomly to PALS and contrast groups. PALS sessions were conducted 3 times a week for 15 weeks. Students were tested before and after treatment. PALS students outgrew contrast students on reading comprehension, and those effects were not mediated by student type. (Author). |
Anmerkungen | Council for Exceptional Children, 1110 North Glebe Road, Suite 300, Arlington, VA 22201-5704. Web site: http://www.cec.sped.org/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |