Peer-Assisted Learning Strategies in Reading

By Douglas Fuchs, Lynn S. Fuchs, Anneke Thompson, Ebba Svenson, Loulee Yen, Stephanie Al Otaiba, Nancy J. Yang, K. N. McMaster, K. Prentice, Sarah Kazdan and 1 more. 2001

134 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/c11e39718a2f5ebc05f376bbbfb70be12c996f34

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Responding to Nonresponders: An Experimental Field Trial of Identification and Intervention Methods (2005, methodology): “In this study, we identified nonresponders to an evidence-based classwide intervention, Peer-Assisted Learning Strategies (PALS; e.g., D. Fuchs et al., 2001).”
Cognitive Strategy Instruction (2014, background): “During the two main activities, Sounds and Words and Partner Reading, students work in dyads to make predictions about books, partner read, and summarize (Fuchs et al., 2001; Mathes et al., 1998).”
Effects of Reciprocal Peer Tutoring and Self-Graphing on Reading Fluency and Classroom Behavior of Middle School Students With Emotional or Behavioral Disorders (2007, methodology): “One peer-mediated intervention with a strong evidence base is Peer-Assisted Learning Strategies (PALS; D. Fuchs et al., 2001).”
Status of and Trends in Academic Intervention Research for Students with Emotional Disturbance (2003, background): “The investigation of manualized early reading treatments (Sound Partners; e.g., Vadasy, Jenkins, Antil, Wayne, & O’Connor, 1997; peer assisted learning strategies, PALS; Fuchs et al., 2001) is a potential starting point, considering the importance of reading and the necessity to learn how to read we”
Fostering the reading comprehension of secondary school students through peer-assisted learning: Effects on strategy knowledge, strategy use, and task performance (2009, result): “Based on the work of Fuchs and Fuchs [Fuchs, D., & Fuchs, L. S. (2001). Peer-assisted learning strategies in”
Reading Instruction for Elementary-Age Students with Emotional and Behavioral Disorders: Academic and Behavioral Outcomes (2005, methodology): “In the study’s Firstgrade Curriculum-Based Measurement reading probes (CBM; D. Fuchs et al., 2001), the number of words read correctly was defined by words accurately pronounced including repetitions and self-corrections.”