Preliminary Evidence on the Social Standing of Students with Learning Disabilities in PALS and No-PALS Classrooms.

Fuchs, Douglas; Fuchs, Lynn S.; Mathes, Patricia G.; Martinez, Elizabeth A.

Notes FAQ Contact Us

Back to results

Peer reviewed

ERIC Number: EJ655540

Record Type: CIJE

Publication Date: 2002

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0938-8982

EISSN: N/A

Preliminary Evidence on the Social Standing of Students with Learning Disabilities in PALS and No-PALS Classrooms.

Fuchs, Douglas; Fuchs, Lynn S.; Mathes, Patricia G.; Martinez, Elizabeth A.

Learning Disabilities: Research & Practice, v17 n4 p205-15 Nov 2002

A study collected sociometric data in 39 second- through sixth-grade classrooms, 22 of which were engaged in Peer-Assisted Learning Strategies (PALS), a form of peer tutoring. Students with learning disabilities in PALS classes were more socially accepted than those in no-PALS classes and enjoyed the same social standing as controls. (Contains references.) (Author/CR)

Descriptors: Elementary Education, Inclusive Schools, Interpersonal Relationship, Learning Disabilities, Peer Acceptance, Peer Evaluation, Peer Teaching, Social Integration, Sociometric Techniques

Publication Type: 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