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

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

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Peer reviewed

ERIC Number: EJ623053

Record Type: CIJE

Publication Date: 2001

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0741-9325

EISSN: N/A

Available Date: N/A

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

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

Remedial and Special Education, v22 n1 p15-21 Jan-Feb 2001

This article describes downward and upward extensions of Peer-Assisted Learning Strategies (PALS) in reading, originally developed for Grades 2-6. Extensions have occurred for kindergarten, first grade, and high school. The rationale for development of PALS and why additional PALS activities were required to address younger and older students are discussed. (Contains references.) (CR)

Descriptors: Classroom Techniques, Cooperative Learning, Elementary Secondary Education, Inclusive Schools, Mild Disabilities, Peer Teaching, Reading Instruction, Reading Strategies, Student Needs, Tutoring

Publication Type: Information Analyses; Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A

Note: Special Issue: Advances in Peer-Mediated Instruction and Interventions in the 21st Century, Part I.