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

By Kristen L. McMaster, Douglas Fuchs, Lynn S. Fuchs. 2006

159 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/5dfceaf1b2d9d4567f4ca15287b21f2e72099501

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Nadine Spörer
2. J. C. Brunstein

In Education

1. Nadine Spörer
2. J. C. Brunstein
3. J. Dole
4. J. Nokes

In Safety Research

1. Nadine Spörer
2. J. C. Brunstein

Citations in the corpus

• Understanding Tutor Learning: Knowledge-Building and Knowledge-Telling in Peer Tutors’ Explanations and Questions (2007, unknown): “…frequently and has shown favorable results across many interventions (Fantuzzo, Riggio, Connelly, & Dimeff, 1989; Fuchs et al., 1997; Greenwood, Delquadri, & Hall, 1989; King et al., 1998; Mastropieri, Scruggs, Spencer, & Fontana, 2003; McMaster et al., 2006; Rohrbeck et al., 2003; Topping, 2005).”
• Cognitive Strategy Instruction (2014, background): “…text appropriate to the lower reader, they follow a sequence of specific cognitive strategy activities that include prompting, correcting, and giving feedback to the reader when necessary (Mathes, Fuchs, Fuchs, Henley, & Sanders, 1994; Fuchs et al., 2000; Liang & Dole, 2006; McMaster et al., 2006).”
• Fostering the reading comprehension of secondary school students through peer-assisted learning: Effects on strategy knowledge, strategy use, and task performance (2009, background): “In PALS students keep track of their reading activities by worksheets that serve as external metacognitive guides and, thus, facilitate structured working in pairs (McMaster et al., 2006).”