Research on Peer-Assisted Learning Strategies: The Promise and Limitations of Peer-Mediated Instruction

Autor/inn/en	Mcmaster, Kristen L.; Fuchs, Douglas; Fuchs, Lynn S.
Titel	Research on Peer-Assisted Learning Strategies: The Promise and Limitations of Peer-Mediated Instruction
Quelle	In: Reading & Writing Quarterly, 22 (2006) 1, S.5-25 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
Schlagwörter	Teaching Methods; Learning Strategies; Peer Teaching; Instructional Effectiveness; Educational Research; Tutoring + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Peer group teaching; Peer Group Teaching; Unterrichtserfolg; Bildungsforschung; Pädagogische Forschung; Förderkonzept; Nachhilfeunterricht
Abstract	This paper reviews research evaluating the effectiveness of Peer-Assisted Learning Strategies (PALS) for reading. Nearly fifteen years of research has demonstrated the effectiveness of this classwide peer tutoring program in improving the reading performance of high-, average-, and low-performing students, including students with disabilities, from kindergarten through high school. PALS activities and procedures for grades two through six, high school, kindergarten, and first grade are reviewed, as well as research indicating its effectiveness and feasibility for classroom implementation. Research exploring student unresponsiveness to PALS is also reviewed. The implications and recommendations for practice are discussed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10