Peer-Assisted Learning Strategies: An Evidence-Based Practice to Promote Reading Achievement

By Douglas Fuchs, Lynn S. Fuchs, Pamela Burish. 2000

186 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/baf01611588e2ae5af519a6930bc4203cfe91afd

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Preliminary Evidence on the Social Standing of Students with Learning Disabilities in PALS and No–PALS Classrooms (2002, background): “We discuss the ﬁrst three only brieﬂy because theyhavebeendescribedoftenintheliterature(e.g.,D.Fuchs, L.S.Fuchs,&Burish,2000;D.Fuchsetal.,1997;Gertsen &Dimino,2001;Greenwood&Maheady,2001;Mastropieri etal.,2001;Mallette,Maheady,&Harper,1999;Mathes,D. Fuchs,L.S.Fuchs,Henley,&Sanders,1994).”
Research on Peer-Assisted Learning Strategies: The Promise and Limitations of Peer-Mediated Instruction (2006, background): “Teachers and researchers have worked hard to develop PALS into an effective program that is practical for classroom use (e.g., Fuchs & Fuchs, 1998; Fuchs et al., 2000; Fuchs et al., 2001b).”
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).”
The Role of Bilingual Education Teachers in Preventing Inappropriate Referrals of ELLs to Special Education: Implications for Response to Intervention (2011, background): “Interventions are provided for a specified amount of time by teachers or trained interventionists, and student progress is carefully documented to identify students who do not respond, are resistant to the intervention, and/or do not make expected rates of progress ( Fuchs, Fuchs, & Burish, 2000 ).”
The Realities of Translating Research into Classroom Practice (2001, background): “…a series of comprehension strategies that have been proven to increase reading ﬂuency comprehension: partner reading and retell (i.e., sequencing events), paragraph shrinking (i.e., generating main idea statements), and prediction relay (Fuchs, Fuchs, & Burish, 2000; Fuchs, Mathes, & Fuchs, 1996).”