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Research on Peer-Assisted Learning Strategies: The Promise and Limitations of Peer-Mediated Instruction
Abstract
This paper reviews research evaluating the effectiveness of Peer-Assisted Learning Strategies (PALS) for reading. Nearly fifteen years of research has demonstrated the effectiveness of this classwide peer tutoring program in improving the reading performance of high-, average-, and low-performing students, including students with disabilities, from kindergarten through high school. PALS activities and procedures for grades two through six, high school, kindergarten, and first grade are reviewed, as well as research indicating its effectiveness and feasibility for classroom implementation. Research exploring student unresponsiveness to PALS is also reviewed. The implications and recommendations for practice are discussed. For more information about PALS research, training workshops, and access to materials, visit the PALS website at http://www.peerassistedlearningstrategies.net.
... Our work builds upon and contributes to existing research on peer mentoring [2][3][4]. Prior studies find that peer mentoring is an effective approach to supporting college student success for a number of reasons [4][5][6][7][8][9][10][11][12][13][14][15]. In peer mentoring students share valuable information and expertise with their peers, and peers serve as positive role models for social comparison [5]. ...
... Despite the academic and social support that can be gained from peer mentoring, there can be challenges, such as clarifying roles and time management [10]. Quality control issues can depend on the competence and effectiveness of peers in supporting other students [11]. Plus, it is important to recognize that peer mentoring involves emotional labor, yet this is found to be mediated by fostering a collaborative partnership culture among students [12]. ...
... Students interact in multiple ways during school time, offering different learning and support opportunities for each other. In general, peer support practices have shown positive effects on various aspects of student well-being, including communication skills in students with autism spectrum disorder (Bambara et al. 2016;Chan et al. 2009), socioemotional skills (Byrd 1990;Carter et al. 2005) and improved academic performance in reading, math and sciences (McMaster, Fuchs, and Fuchs 2006). These strategies are especially valuable in managing culturally diverse classrooms, enhancing class behaviour and allowing teachers to address individual student needs with peer support as a scaffold (Kaukko et al. 2022). ...
... So, our study challenges the idea that group tasks inherently promote positive interactions, suggesting that the teacher's goals and criteria for group formation are crucial. Our observational records revealed that peer mentoring can address specific academic goals for migrant students, as seen in Maria's assistance to Deepak, reinforcing the dual role of peer mediation strategies in facilitating both academic development and class participation (Harris, Pretti-Frontczak, and Brown 2009;Malone, Fodor, and Hollingshead 2019;McMaster, Fuchs, and Fuchs 2006;Messiou and Azaola 2018). ...
... The Peer Assisted Learning Strategies (PALS) model of PMI was originally developed as a reading intervention for students in grades two through six (Fuchs et al., 1997). The PALS model is based on the classwide peer tutoring model of instruction (Fuchs et al., 1997;McMaster et al., 2006). Teachers begin by ranking students based on reading performance and systematically pairing higher performing students with lower performing students (McMaster et al., 2006). ...
... The PALS model is based on the classwide peer tutoring model of instruction (Fuchs et al., 1997;McMaster et al., 2006). Teachers begin by ranking students based on reading performance and systematically pairing higher performing students with lower performing students (McMaster et al., 2006). Teachers then train student pairs to engage in a set of structured activities (e.g., reading retell, summarization, prediction, etc.). ...
... Numerous studies have identified peer tutoring as an effective approach for improving students' reading performance and fostering their self-confidence throughout different stages of formal education (Ginsburg-Block et al., 2006;McMaster et al., 2006). Recent research has further emphasized the significance of peer tutoring in developing essential reading skills, such as word recognition, pacing, comprehension, and fluency (Miller et al., 2010;Oddo et al., 2010;Topping et al., 2011). ...
... They are now capable of applying this understanding in real-world performance tasks with guidance from the teacher and some support from their peers. Peer tutoring has been recognized as a proven strategy for improving students' reading performance and boosting their self-confidence throughout various stages of formal education (Ginsburg-Block et al., 2006;McMaster et al., 2006). As a result, the implementation of a peer tutoring strategy proves advantageous in enhancing students' reading comprehension. ...
The study entitled The Effectiveness of Peer Tutoring in Enhancing Reading Comprehension of Grade 9 Students aims to determine the effectiveness of using peer tutoring as a strategy or tool to enhance the reading comprehension of the Grade 9 Students of Samal National High School. The research study utilized an experimental research specifically using pretest-posttest design to investigate the topic. The primary data were collected from a sample of sixty (60) students using a researcher-made reading comprehension questionnaire that had been validated by a panel of experts. Statistical tools such as weighted mean, and t-test were applied to analyze and interpret the data. The results indicated that the ninth grade students achieved the required level of reading comprehension. The study revealed a significant difference in reading comprehension before and after the implementation of peer tutoring, supporting the notion that peer tutoring contributed to the improvement of reading comprehension. As a result, it is recommended to conduct similar studies with a broader understanding of strategies for enhancing reading comprehension, beyond the focus on peer tutoring that has been demonstrated to be effective. Future researchers should encompass a wider scope, different research locations, and additional factors that were not considered in the present study.
... Students take the role of a tutor and a tutee alternately (Fuchs and Fuchs 2005). The positive impact of PALS, in improving reading performance, has been demonstrated at all levels, from kindergarten through high school, and also for students with disabilities (Lee 2014;McMaster, Fuchs, and Fuchs 2006). This study investigates the changes in situational interest across different segments during peer reading activities. ...
... Students read independently while they interact with each other frequently. The effects of PALS have been demonstrated among students of all levels, from kindergarten through high school, including students with disabilities (Lee, 2014;McMaster et al. 2006). However, according to teachers' testimonies, lower performing students benefit more from this strategy (Fuchs, Fuchs, Mathes, and Simmons 1997). ...
This study examines how students’ situational interest changes across different segments of peer reading activities and identifies the relationship with personal traits like the students reading skills and motivation. The authors measured their levels of situational interest, reading skills, and reading motivation, based on their participation in individual and peer reading using PALS. The result revealed that situational interest was rather stable across different segments during peer reading activities. However, the change in situational interest differed between less competent readers and more competent readers across different reading tasks. The less proficient readers showed a significant increase in situational interest before and after peer reading. Furthermore, situational interest during peer reading activities did not correlate with reading motivations, contrary to the result of the individual reading task. The findings suggest that peer reading may be more beneficial than individual reading when teaching learners with low reading skills or motivation.
... Although there is a solid research base supporting PALS (e.g., Fuchs et al. 1997;McMaster and Fuchs 2016;McMaster et al. 2006), some teachers have expressed concerns about the length of time needed for each lesson and the number of weeks needed to implement the program (Burns et al. 2015. In order to shorten the length of the program while retaining its essential attributes, Burns et al. (2015Burns et al. ( , 2016 implemented a class-wide intervention based on PALS in which students worked in pairs to engage in partner reading and paragraph shrinking for approximately 20 min each day. ...
... Class-wide reading interventions could provide a means to intervene with large groups of students in a more efficient manner (McMaster and Fuchs 2016) and thus allow for effective implementation of tier 2 interventions with students continuing to demonstrate need following a class-wide intervention. Fig. 1 Curriculum-based measure for reading median scores for treatment and control classrooms The current data were consistent with previous research that demonstrated the effectiveness of class-wide reading interventions and instructional programs (Burns et al. 2015Fuchs et al. 1997;McMaster et al. 2006). Moreover, previous research demonstrated the effectiveness of identifying class-wide needs through below-benchmark class medians in mathematics (VanDerHeyden et al. 2012), and the current study provided preliminary support for such identification methods for classwide needs in reading. ...
Multi-tiered systems of support (MTSS) provide instruction and intervention to all students in schools. However, when many students within a setting demonstrate reading difficulties, there is likely a tier 1 problem which makes it infeasible to implement tier 2 or tier 3 interventions with large numbers of students due to limited resources. The current study experimentally examined the effects of a brief class-wide intervention with two third-grade classrooms with large numbers of students demonstrating reading difficulties. The treatment group participated in partner reading with paragraph shrinking (i.e., summarizing) every school day for 2 weeks. The intervention resulted in significantly greater fluency growth compared to the control classroom. Moreover, the number of students in the treatment group who scored below the seasonal benchmark criterion fell from 12 out of 21 to 6 of 21 students. The control classroom had 13 out of 24 students who scored below the benchmark before and after the intervention. Results pointed to a promising practice for schools to enact when class-wide reading difficulties are evident.
... Each PAL program had a specific design, specific implementation strategy and specific monitoring techniques. [14][15][16][17][18][19][20] Differences in any of these aspects may explain the inconsistency of reported outcomes among literature reports. ...
... Variable definitions for PAL programs exists in literature, which might have confused organizations about the actual constituents of the PAL programs and might have lead subsequently to different implementation strategies and different outcomes. 18 Callese et al in their commentary about the advancing theory of PAL, thoroughly discussed this issue and attempted to overcome it by revisiting the definition of PAL. 34 They sought to construct a more descriptive definition of PAL and stated that: PAL is a social practice of mutually beneficial personal and professional development among learners interacting as status equals, characterized by safety, comfort, motivation through relevance, and intellectual risk-taking. ...
Phenomenon
Peer-assisted learning (PAL) is increasingly used in different fields of education, including medical education, due to its established advantages. However, there are scarce data about the best practice guidelines for PAL program evaluation. The aim of this work was to develop a framework that can describe and develop PAL programs and consequently provide a tool for evaluation and comparison of PAL programs among different institutions.
Approach
A thorough literature review was made for assessment of different PAL programs development and implementation strategies, and PAL leaders at the University of Umm Al-Qura in Saudi Arabia were interviewed for development and revision of a framework for PAL program development, description and evaluation.
Findings
A framework of four sections was developed ie context, theory, implementation processes and outcomes, and emergence. The context includes the learning objectives and the logistics. The theory includes the content nature, program design, number of tutees and tutors, participation, program orientation, program duration and timing, tutor recruitment and preparation and faculty involvement. Implementation process and outcome section includes the feedback collection and the pre- and post-intervention students’ assessment. The emergence includes tracking the program evolution.
Insights
Development of a clear well-defined framework for description, implementation and evaluation of a PAL educational program can provide a foundation to unify the terms organizations use to communicate the parameters of PAL programs and overcome the jargon about PAL in the literature. It also can provide comparisons between the programs in an attempt to set best practice guidelines in the future for PAL program developing and implementation.
... mainly reliant upon the conventional education; that is, the teacher center, with new and little approaches that involve students in the learning process such as TBL and PBL, this finding is similar to Sevanhhuysed and his colleague finding , they studied the educators and students preference regarding traditional clinical education to PAL, they found similar students' performance outcomes in both models, and both educators and students were more satisfied with traditional education.(23) Previous studies have documented that the PALS have a long history as a pedagogical approach in kindergarten, primary and secondary schools and even for those with disabilities.(26) And in medical education; prior works have documented the effectiveness of peers when involved in the process of learning in improving the academic performance, enhancing the learning outcomes, and reducing distraction of information as well as improving social skills; Bugaj and Topping, for example, reports that this strategy is a well-established concept in the medical training in general and nursing in particular. ...
Introduction: Peer assisted learning (PAL) is nontraditional strategy of learning that has a lot of creativity and innovation used to assist others to learn, and so doing learning by themselves is more effective Methods: 93 nursing teaching staff completed an online questionnaire out of 108 nursing teaching staff which was recruiting in seven governmental faculties of nursing in Khartoum state at the time of the study, the response rate was 86% (93). Data were collected using structure questionnaire after validation is confirm, which explored nursing teaching staff’ knowledge about peer assisted learning. Frequencies distributions (mean, median, mode, SD. Minimum and maximum), weighted average to determine answer direction and one sample T test were used. Results: The study found that almost the nursing teaching staff responses significantly goes toward agree about the statement that test their knowledge about peer assisted learning as learning strategy, with (p value0.00). The study also showed that most of the nursing faculty did not use it in their teaching and learning strategies.Conclusion: Nursing teaching staff demonstrated positive knowledge and attitude towards peer assisted learning as learning strategy
Keywords: Peer assisted learning (PAL) - Knowledge – Attitude – Nursing – Teaching staff - Governmental faculties of nursing.
... It is also imperative for peer tutors to cultivate proficient communication abilities and ample self-assurance to guarantee the triumph of their endeavors [13]. The tutor and tutee's progress monitoring can be achieved through evaluation, feedback, observations, and reflective logging [110]. If a desired outcome is not attained, educators can aid, adapt, or offer alternative pedagogical approaches to accommodate the academic requirements of their learners [13]. ...
The primary objective of undergraduate-level dental education is to produce proficient dental practitioners who can effectively address the oral health needs of the community and enhance the overall oral health of the population. The field of dental education is subject to continuous change that is shaped by many factors, including changing societal norms, shifting responsibilities of dental practitioners, changing healthcare environments, and rapidly evolving dental science. Learning theories significantly impact the advancement of dental education, and educators must recognize and acknowledge their influence. Dental faculties must be adequately prepared and motivated to use innovations, which enable them to impart knowledge in a practical and organized manner. This review provides an overview of teaching methodologies that have gained acceptance in recent years. It highlights the importance of their implementation in facilitating an effective teaching and learning process in consideration of their history, style, and core focus. A clearer understanding of these techniques can enhance education standards, help establish dental instructors' responsibilities and career advancement, and provide insights for future research.
... Peer tutoring is a strategy that capitalizes on the benefits students received from preparing to tutor one another (Luzale, 2012). Advancing this strategy, a step further, McMaster, Fuchs and Fuchs (2006) developed a procedure that enables all the members in a group to participate as tutors and tutee. This is known as Reciprocal Peer Tutoring (RPT). ...
The study investigated the effects of acrostic-sentence mnemonics and reciprocal peer-tutoring on secondary school chemistry students' achievement in Onitsha Education Zone. Three research questions and four null hypotheses guided the study. The design was quasi-experimental. The population of the study was 3,296 senior secondary one chemistry students in Onitsha Education Zone. 214 students obtained using purposive and random sampling was involved in the study. Chemistry Achievement Test (CAT) consisting of multiple-choice questions validated by three experts with reliability established using Kuder Richardson formula 20 to be 0.80 was used as instrument. Mean and standard deviation was used in answering the research question and Analysis of Covariance was used analysis the hypotheses. The results showed that reciprocal peer-tutoring most significantly improved students' achievement in chemistry followed by acrostic sentence mnemonics. It was recommended that chemistry teachers should adopted the use reciprocal peer tutoring to facilitate greater interaction among students.
... The current study was undertaken at University College Cork (UCC), Ireland, with data collected from two separate surveys conducted over the course of two academic years (2018-2019 and 2019-2020), with input from two separate first-year GEM cohorts, which included students of different ages (21)(22)(23)(24)(25)(26)(27)(28)(29)(30)(31)(32)(33)(34)(35)(36)(37)(38)(39)(40), sex (male and female), country of origin (EU and non-EU), and degree backgrounds (subdivided here for simplicity into biomedical and nonbiomedical). Ethical approval was obtained for each survey, separately, from the University College Cork Social Research Ethics Committee (approvals 2018-130 and 2019-187). ...
Both summative and formative assessments are known to facilitate student learning and understanding and helps them to identify areas of weakness. However, few studies have investigated students’ preference for either summative or formative evaluations, particularly in the area of pre-clinical medicine. The current study addresses this deficit by surveying 137 first year graduate entry to medicine (GEM) pre-clinical medical students from two consecutive years (2018-19 & 2019-20), for their thoughts on the six summative (i.e. for a small percentage of marks), proctored, and the fiver informal, formative (i.e. no marks available) continuous assessments in physiology that they encountered in semesters 1 and 2, respectively.
Our survey revealed that between 75-90% of students felt that both evaluation formats were roughly equally useful (i.e. selecting options, ‘Agree’ or ‘Strongly Agree’) both for providing feedback about their understanding of physiology, and for identifying deficits in their physiology knowledge. However, although a significantly larger number of students felt that summative evaluations motivated them to study more than the formative evaluations (p=0.006), overall, more students favored formative over summative assessments. Notably however, GEM students from non-biomedical backgrounds were significantly more in favor of summative assessments than those from either biomedical backgrounds (p=0.003) or the whole GEM survey cohort (p=0.01).
The implications of these findings will be discussed, with suggestions as to how the student views outlined here might be facilitated within an academic program to maximise both student learning as well as their motivation to study and keep up with taught material.
... Thus, about a 34% increase in PT as a teaching strategy when senior high school (SHS) students are fully motivated. The finding agrees with the study by McMaster et al. (2006) who showed that M is another benefit of using peer learning to stimulate students' learning in math classes. H1: Peer tutoring has a direct positive effect on motivation was thus confirmed. ...
b>Purpose: This study explored the mediation and moderation effects of motivation (M) and teaching quality (TQ) on the relationship between peer tutoring (PT) and mathematics achievement (MA).
Design/methodology/approach : The study adopted a descriptive survey, which comprised of 350 samples of students in Kumasi Senior High Technical School and Kumasi Academy Senior High School. Preliminary analyses, including confirmatory factor analysis, convergent validity, discriminant validity, and internal consistency (Cronbach’s alpha) were estimated before the main model estimation. To test the various hypotheses, Amos (v.23) was used to do structural equation modelling.
Findings: The study concluded that PT partially mediate MA through M. TQ showed moderating effect on relationship between PT and MA. PT however, had significant positive effects on M.
Research limitations/implications : The researcher only looked at the mediation and moderation effects of M and TQ of the relationship between PT and MA in senior high schools. The study also relied on descriptive survey data, which may not be suitable for causal analysis. Future research should, however, consider longitudinal data.
Practical implication : The study informed teachers teaching mathematics and in other different programs to be equipped with knowledge of how students perceive mathematics so as to select the appropriate teaching approach to influence their interest and belief in the study of mathematics.
Originality/value: There are studies by some researchers combining these variables under study with other factors to influence students’ achievement however, little attention was on the effect on PT on M.
... Peer-assisted reading techniques, often known as PALS or peer-assisted learning strategies, are structured reading interactions between two students. Each student takes a turn acting as the coach (McMaster et al., 2006;Meletiadou, 2022) These tasks are intended to supplement literacy lessons taught by teachers in all grade levels. Additionally, the aim of this study is to give elementary school students a useful reading aid. ...
The study focused on the students' reading challenges, the techniques, methods, and strategies used, as well as the changes seen following the mentoring sessions. The study's output was the formulation of a plan for peer mentoring. On the second grade non-readers in Toledo City's division, a study was done. The cases consisted of eight students. They all came from low-income homes, and three of them were Pantawid Pampamilyang Pilipino (4Ps) participants. The study was qualitative in character and using the multiple case study methodology. Employed Approaches, Methods, and Strategies Constructivist approaches were applied. Think, Pair and Read, find the underpinning, and Mix Mine were the collaborative learning tactics employed. Adjacent elementary schools inthe district or in other districts should be made aware of the proposed peer mentoring plan. The following subjects are suggested for additional research: Developing Teachers' Creativity in the Mentoring Program Coaching and Mentoring as Realistic Ways toEnhance Learning. A management intervention program called mentoring.
... There are many examples of effective, research-based general education practices (instruction, behavior support) that, when implemented with fidelity, can improve outcomes for many students (e.g., Embry, 2002;Fuchs & Fuchs, 2017;Stockard et al., 2018;see). Promising examples of research-based Tier 1 general education practices have been implemented on scales larger than just one classroom or school (e.g., Horner et al., 2014;McMaster et al., 2006). Two barriers remain. ...
... There have been a variety of studies on peer teaching that have, to varying degrees over the past 40 decades, proven the effectiveness of the method in terms of student academic achievement (Bar-Eli & Raviv, 1982;Allsopp, 1997;Robinson et al., 2005;Thomas et al., 2015;Marieswari & Prema, 2016). Consistent findings that have emerged from the research include that peer tutoring is particularly effective: when the subjects/content include math, reading, and social studies (Leung, 2019;McMaster et al., 2006;Robinson et al., 2005;Spencer, 2006), for students with disabilities and/or behavioral disorders (Bowman-Perrott et al., 2013), and when the tutors and tutees are of the same sex (Leung, 2015(Leung, , 2019. In the most current education context where STEM and making are garnering much attention for their promises of preparing students with the skills and competencies needed for the future of work, Lang et al. (2018) explain how peer teaching is important in improving STEM pathways in school. ...
In this chapter we examine the potential role of peer helpers in maintaining a school makerspace. First we provide a brief overview of research related to the benefits of peer tutoring and peer-to-peer interaction and how role theory might be used to inform how to involve student leaders in the operational aspects of a makerspace. We subsequently discuss the establishment and training of STEAM Teams, groups of students who acted as mentors in the makerspace, in three schools. We conclude with a discussion of the benefits of this approach for schools.
... Peer tutoring is an effective strategy in improving the reading performance of learners. It can also enhance self-confidence at different phases of formal education (Ginsburg-Block, McMaster, Fuchs & Fuchs, 2006). Recent research studies also highlight peer tutoring as a strategy that provides development in reading skills like word recognition, pacing, comprehension, and fluency (Miller, Topping & Thurston, 2010;Oddo, Barnett, Hawkins & Musti-Rao, 2010;Topping, Miller, Thurston, McGavock & Conlin, 2011). ...
This study was undertaken to determine the performances of learners in reading comprehension before and after written and oral assessments thru peer tutoring strategy as a basis in formulating a reading intervention program. This used the experimental design which aimed at finding the cause-effect relationship among variables in a controlled condition. To identify the effects of peer tutoring in the reading comprehension of Grade 10 learners, two groups, the experimental and controlled, were utilized. The performances of the learners in both oral and written assessments before and after the intervention were analyzed. Learners in the control group are classified under the advanced level (M=45.47) while the learners in the experimental group are classified under the superior level (M=63.33) in the reading comprehension written test after the intervention. The control group obtained no significant difference (t=0.666; p=0.509) while there exists a significant difference in the experimental group (t=7.180; p=0.000) between the pre and post oral assessment. Based from the findings of the study, it was suggested that English teachers may infuse peer tutoring strategies tailored to the needs of their learners to enhance learners’ reading comprehension skills. The study proposed an intervention program for peer tutoring to improve the reading comprehension of Grade 10 learners.
... They stated, "I wanted to model this activity because I wanted them to be able to see what the activity was about" (Parker, second interview). Taylor, whose class was almost entirely asynchronous, relied on IRIS modules (i.e., interactive, online modules designed to provide information about evidence-based instructional practices such as explicit phonics instruction or peer-assisted learning strategies [PALS; e.g., McMaster, Fuchs, & Fuchs, 2006], Vanderbilt University, 2021) to model teaching practices and provide the background information and theory necessary for PSTs to understand the practice. Students in Taylor's class were expected to complete assigned modules independently. ...
The consequences and affordances of online teacher education remain understudied, even as it promises greater accessibility. The COVID-19-related pivot to emergency remote teaching offered a novel opportunity to study how practice-based teacher educators transitioned courses online. This multiple case study of six graduate student instructors examines the effects of transition on four pedagogies of practice-based teacher education. We discovered that 1) representations and 2) approximations of practice could be adapted with minimal disruption. However, 3) enactments could be transitioned only with loss and cascading effects that impacted 4) reflections on practice. These findings can promote teacher educators' awareness of how to create intentionally designed online practice-based teacher education courses.
... Meta-Analysen belegen positive soziale, behaviorale und fachliche Wirkungen von PT (z. B. Ginsburg-Block et al. 2006;Rohrbeck et al. 2003 Fuchs et al. 1997;McMaster et al. 2006). Diese haben sich als effektiv für das Lernen herausgestellt (Dignath und Büttner 2008). ...
Zusammenfassung
Der vorliegende Beitrag fokussiert die Implementation von außerunterrichtlichen Peer Tutoring-Trainings im Lesen und Rechnen mit türkisch-deutschsprachigen Grundschulkindern. Hierbei bildeten jeweils zwei Grundschulkinder (Peers) ein Tandem, das von einer geschulten studentischen Trainingsleitung angeleitet wurde. Zur Erfassung der Implementation von Peer Tutoring-Elementen unter diesen Bedingungen wurde die Umsetzungsgenauigkeit herangezogen. Eine Besonderheit der Studie war, dass es einem Teil der Trainingsgruppen erlaubt war, beide Sprachen während des Trainings zu sprechen. Für die bilinguale Kommunikation wurden zusätzliche Operationalisierungen geprüft, um die Umsetzung bilingualer Kommunikation zu erfassen. Darüber hinaus wird im Beitrag konsequent zwischen der Implementation durch Trainingsleitungen und durch Lernende unterschieden. Die Ergebnisse unterstreichen die hohe Umsetzungsgenauigkeit der außerunterrichtlichen Peer Tutoring-Trainings. Sie zeigen aber auch auf, dass die Lernenden in diesem Setting nur wenig miteinander in ihrer Herkunftssprache kommunizierten und mehr türkischsprachige Impulse durch Trainingsleitungen nicht mit mehr bilingualer Kommunikation durch die Lernenden einherging. Der Beitrag liefert somit weitere Erkenntnisse zur Aktivierung und zum Umfang bilingualer Kommunikation beim kooperativen Lernen.
... Peer-assisted reading strategy is another reading strategy that was frequently mentioned as effective by the special education teachers in this study. Similarly, Peer-assisted learning strategy has been demonstrated as an effective instructional method by the U.S. Department of Education's Program Effectiveness Panel (McMaster, Fuchs, & Fuchs, 2006;McMaster, Fuchs, & Fuchs, 2007). According to the results, the peerassisted reading strategy increases reading skills of students with learning difficulties through allowing them to work with and listen to a peer, increasing their motivation to learn, predicting, and learning from each other's personal connection to the text. ...
This study ascertained the common reading problems that negatively impact reading of students with learning difficulties and investigated the reading strategies that special education teachers utilize to improve reading skills of their students. A survey questionnaire was used to determine the common reading
problems encountered by the teachers in their reading classes and what reading strategies was employed in
order to address such difficulties. Significant results of the study included the top three problems that adversely
influence reading of students with learning difficulties include - issues with background knowledge, issues with
vocabulary and trouble with fluency. Accordingly, the commonly used reading strategies by Special Education
teachers were graphic organizer, questioning and peer-assisted strategy. Albeit, various strategies have been
demonstrated as effective intervention for improving students’ reading, teachers should not depend on one single strategy in teaching their students. Results revealed that although teachers use several reading comprehension strategies that have been approved as effective by research, they modify some of these strategies
based on the students’ needs and abilities.
... Clear instructional activities are planned in advance by the teacher and based on material that has been taught; Procedures and routines for working in pairs are taught by the teacher in advance of peer work; Members of pairs may differ in ability levels (reading, math, or English proficiency) Peers work together approximately for a stipulated time period [8]. Peer tutoring has not only been effective in reading [9][10] but has been found effective in the area of mathematics too both in primary school children as low as in grade 1 and in secondary students [11][12]. ...
... Konsep collaborative learning, peer-tutoring, peer-assisted learning dan semacamnya sudah lama dikenal dan dipraktekkan bahkan untuk anak yang lebih muda (King, 1997;McMaster et al., 2006;Shamir & Tzuriel, 2002). Penelitian yang dilakukan terhadap beberapa kondisi teman sebaya sebagai pihak yang memediasi belajar menunjukkan dihasilkannya modifiabilitas kognisi baik pada anak yang dimediasi maupun si mediator (Seok-Hoon et al., 2003;Tzuriel & Shamir, 2010). ...
Studi ini ingin menemukan kontributor modifiabilitas kognisi anak sesuai pilar pendidikan, apakah interaksi dengan guru, teman sebaya atau lingkungan fisik TK. Subjek penelitian adalah 42 anak dan 22 guru TK di Jakarta yang dipilih secara purposif dan dirating dengan instrumen fungsi kognitif (ACFS), interaksi mediatif (MLERS dan MLE teman) serta lingkungan sekolah (ECERS-R), semuanya dalam setting alami. Data diolah dengan analisis regresi. Hasil menunjukkan anak memiliki potensi modifiabilitas kognisi khususnya terkait interaksi mediatif dengan guru dan faktor sosial ekonomi. Ditemukan juga bahwa guru masih perlu meningkatkan keterampilan memediasi perkembangan kognitif, utamanya di kelompok SES menengah bawah. Interaksi mediatif dengan teman sangat terbatas dan lingkungan sekolah belum sesuai dengan prinsip DAP. Pembahasan mengacu pada isu metodologis dan konteks Indonesia.
... Consequently, they achieve a greater understanding of the content of their learning. In addition, studies such as those carried out by Persons (1998), Ginsburg-Block, Rohrbeck andFantuzzo (2006) and McMaster, Fuchs and Fuchs (2006) showed a positive correlation between academic achievement and peer-learning. ...
Teaching-learning based on cooperative learning is grounded on a methodology that is currently one of the most widely used within formal education classrooms. Recently, special attention has begun to be paid to a fundamentally relevant aspect of the assessment of the learning of university students within their group performance: their individual grades obtained from teamwork. In addition to describing the individual grading system that is used to assess individual contributions, this study analyses the perceptions of 99 university students regarding the benefits that the system has for students' learning process. A system of evaluation based on self-assessment, co-assessment and peer-assessment was implemented in a Spanish university. The results collected using a specially designed questionnaire led to the conclusion that improvements were achieved in the teaching-learning process, in manifesting positive attitudes and in improving students' ability to learn to learn. In conclusion, students feel that they are granted greater control over their final grade and, as a result, perceive that their involvement in the task increases and their capacity for self-criticism develops.
... Coaches are instructed to observe, assist, and provide constructive feedback to the Players and they are even equipped with guidance to follow. The pairs are regularly shuffled to allow the students to learn and interact with others (McMaster, Fuchs, & Fuchs, 2006). The PALS technique is usually a 25-35 minute activity performed at least 2-4 times a week. ...
This study aims to enhance the students' reading ability through Peer-Assisted Learning Strategies (PALS) in SMA Negeri 19 Makassar. This research is a Classroom Action Research (CAR), which consists of four stages: planning, implementing, observing, and reflecting. The research techniques used are pretest, post-test, and observation. The findings showed that the use of Peer-Assisted Learning Strategies was successful in improving the students' reading ability. The improvement can be seen from the mean score of the students in cycle one is 23.1, which is categorized as good, while in cycle two, it is 73.1, which is classified as very good. Seventeen students met the Minimum Completeness Criteria (MCC) in cycle one, and 22 students completed the MCC in cycle two. Therefore, this research concludes that Peer-Assisted Learning strategies improve the students' learning outcomes of reading ability in SMA Negeri 19 Makassar.
Abstrak:
Penelitian ini bertujuan untuk meningkatkan kemampuan membaca siswa melalui Peer-Assisted Learning Strategies (PALS) di SMA Negeri 19 Makassar. Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) yang terdiri dari 4 tahap; perencanaan, pelaksanaan, observasi, dan refleksi. Teknik penelitian ini menggunakan tes dan wawancara. Hasil penelitian menunjukkan bahwa penggunaan Peer-Assisted Learning Strategies berhasil meningkatkan kemampuan membaca siswa SMA Negarei 19 Makassar. Peningkatan tersebut terlihat dari nilai rata-rata siswa pada siklus I sebesar 23,1 dengan kategori baik, dan pada siklus II sebesar 73,1 tergolong sangat baik. Tujuh belas siswa memenuhi Kriteria Ketuntasan Minimum (KKM) pada siklus satu, dan 22 siswa memenuhi KKM pada siklus dua. Oleh karena itu, penelitian ini menyimpulkan bahwa kemampuan membaca siswa meningkat melalui model pembelajaran Peer-Assisted Learning Strategies di SMA Negarei 19 Makassar.
... As Pedro's case illustrates, although he was performing well in school, his unruly behavior led teachers to move him to an evening shift, where the association with people who did not have a good academic level negatively affected his experience. The teachers made this move despite abundant evidence that pairing students who struggle in the classroom behaviorally or academically with high performers produces better results (see McMaster, Fuchs, and Fuchs 2006). Evidently, labelling Pedro a slack and unruly student became a self-fulfilling prophecy (see Kaplan 1992). ...
The relation between being out of school and participating in criminal economies is widely documented in the literature on youth delinquency. However, the complex connection between these two phenomena has not yet been fully unpacked. This paper draws from two studies that we, the authors, conducted separately to explore the role educational experiences play in shaping the delinquent trajectories of male youth who participate in the drug business in urban centers located in Mexico and Colombia. The first consists of in-depth interviews and surveys conducted in Ciudad Juárez, Mexico, while the second is based on long-term ethnographic engagement in Medellín, Colombia. We provide unique insights into the educational experiences of this hard-to-reach population and find that economic hardship does not wholly explain why these young people leave school and engage in delinquent activities. These youth do not "drop out" of school in search of money; rather, they are "pushed out" by a vicious cycle of stigmatization, segregation, punishment, and exclusion. By exploring these dynamics in two cities that have waged long drug wars, this article furthers understanding of the nexus between crime-related violence and educational experiences, thus making an important contribution to the field of education in emergencies.
... model, involves a teacher pairing students who need additional instruction or help with a peer who can assist(Fuchs, Fuchs, & McMaster, 2006). The pairs are changed regularly, giving all students the opportunity to act as coaches and players.Students are paired with students around the same ability level (without a large discrepancy between abilities). ...
Peer-mediated instruction strategy adalah intervensi kelas yang memberikan bantuan antar para siswa. Diyakini bahwa peer-mediated instruction strategy dapat meningkatkan hasil akademik, sosial, dan komunikasi bagi para siswa. Tujuan dari penelitian ini adalah untuk mengetahui efektivitas Peer-mediated instruction strategy dalam meningkatkan kemampuan pemahaman membaca siswa. Penelitian ini dilakukan di SMAN 5 OKU dan diikuti oleh enam puluh tiga siswa yang dipilih melalui teknik purposive sampling. Selanjutnya, 30 pertanyaan pilihan ganda digunakan dalam tes membaca pemahaman dan uji-t digunakan untuk mengetahui apakah Peer-mediated instruction dapat membuat perbedaan yang signifikan terhadap pencapaian pemahaman membaca siswa. Hasil penelitian menunjukkan bahwa baik CWPT dan PALS, sebagai dua model Peer-mediated instruction strategy, efektif digunakan sebagai alternatif strategi pembelajaran membaca.
Strategic incremental rehearsal (SIR), a modified version of the incremental rehearsal strategy, is a flashcard instructional method that is often used to assist struggling readers. Peer-mediated interventions can also increase student abilities and achievement, specifically when used for reading proficiency. However, there is limited empirical research that has examined these two strategies simultaneously. In the current study, we investigated the effectiveness of using a peer tutor when implementing SIR to increase student sight word reading. Researchers conducted the study within a school-based after-school program in a suburban school district. Three 4th- and 5th-grade students who were identified as reading proficiently on grade level served as peer tutors, whereas three 2nd-grade students whose teachers indicated were reading on or below grade level were identified as participants. Peer tutors were taught the SIR strategy and then implemented the intervention using a multiple baseline single case design. Results indicated that using a SIR peer-mediated approach was effective at increasing the number of words read correctly for all participants. Treatment acceptability data suggested that the participants liked the SIR peer-mediated intervention. The application of peer-mediated SIR within the classroom setting is discussed.
This study evaluated the effect of peer-assisted learning strategies (PALS) intervention on the language and story comprehension skills of two kindergartners with developmental delays from a special education class while reading a digital storybook. The study was conducted in Taiwan with participants who spoke Mandarin Chinese. This study was a single-subject A-B1-C1-B2-C2-M study. The study compared the effects of conventional teaching methods with those of the modified PALS intervention. A standardized instrument and visual analysis were used to assess changes in language and story comprehension skills. After the intervention, the teacher and parents of the study participants were interviewed to evaluate changes in language skills of the participants at home and at school. The qualitative and quantitative results showed that this strategy effectively improved story comprehension skills. The teacher and parents all had positive views on this teaching strategy. Based on the findings, practical and future research suggestions are proposed.
This inquiry sought to determine the effectiveness of using Team Reading Approach for developing reading comprehension skills of Grade 5 learners. The subjects of the study were split into six (6) groups with two performing learners leading each group. In the course of data analysis, the results obtained from these team leaders were excluded and therefore only twenty-four (24) set of scores were analyzed. Using quantitative approach employing the pretest vs. post-test method to thirty-six (36) learners purposively selected for this study it was found that before the introduction to the team reading approach, learners demonstrated low mastery of reading comprehension skills. It was also later found after they were introduced to the approach that they demonstrated average mastery of the reading comprehension skills. The paired samples test confirmed that there was a significant difference in the reading comprehension of learners in identifying the main idea, identifying supporting details, clarifying meaning of content-based words, determining text types according to purpose and determining text types according to structure before and after they were introduced to the team reading approach. The findings of the study prompted the development of an action plan that targets the foundational reading comprehension skills identified in this study.
This chapter discusses orthographic learning, i.e., how children learn the relation between their spoken language and writing system. The process is discussed for children learning to read and write in one language, as well as for multilingual children acquiring literacy in more than one language. In both cases, the developmental course is mapped from children's first insights into the form and function of their writing systems to the development of word-specific mental representations that code for multiple linguistic forms (i.e., sound, spelling, and meaning). The chapter concludes with instructional recommendations for supporting children's orthographic learning throughout development.
Background:Peer learning recognized as a form of collaborative learning has garnered significant attention in educational settings due to its potential to enhance students understanding and retention of subject matter. The purpose of this study was to investigate the influence of peer learning practices on student academic competences in mathematics in public secondary schools in Rwanda. This study was guided by three specific objectives and three research hypotheses focusing on peer learning practices and their influences on student academic competences in mathematics in Public secondary schools. Methods and Materials:The study utilized a mixed-methods research design. The target population included 5 sector education officers, 20 secondary school head teachers, 40 mathematics teachers, and 1435 students from 20 secondary schools in Ruhanago District. Both probability and non-probability sampling procedures were employed to determine the sample size. Specifically, stratified random sampling was used for selecting education officers, head teachers, and mathematics teachers, while convenience sampling was employed for selecting students. Data collection involved the use of interview guides for head teachers and questionnaires for teachers and students. Qualitative data were analyzed using statistically techniques, while quantitative data were analyzed with IBM SPSS. Results:Results pertaining to the relationship between peer learning practices and academic competences in mathematics revealed significant findings. 93.1% of students acknowledged that peer-learning practices positively influenced their mathematics grades, while 91.5% agreed that these practices enhanced their problem-solving skills. Additionally, 94.5% of respondents affirmed that peer-learning practices improved their conceptual understanding of mathematics, while 92% agreed that such practices increased their peer interaction and collaboration skills. Furthermore, 94.5% of students acknowledged that peer-learning practices enhanced their metacognitive skills. A strong relationship was established between students academic competences and peer learning practices where Pearson coefficient of correlation states the correlation (r=0.860, p-value<0.001), Peer learning practices and students problem solving skills (0. 608**.p-value<0.001), Students academic abilities and peer learning practices (r=.876** , p-value <0.001). changes or improvements in their academic competences due to peer learning practices (r=.705** , p-value <0.001) The association is related because p-value was less than 0.05, explaining that peer learning practices influence students academic competences at high level. The researcher suggests further investigation to explore the influence of students academic competences on their overall academic performance in public secondary schools in Rwanda, allowing for comparative analysis. Overall, the results pertaining to the relationship between peer learning practices and students academic competences in mathematics establish a strong correlation. The data consistently demonstrate a high degree of positive correlation between peer learning practices and students math grades, problem-solving skills, conceptual understanding, peer interaction and collaboration skills, metacognitive abilities, and overall academic confidence. Conclusion: It is essential to acknowledge that the effectiveness of these practices may vary based on contextual factors and individual differences among students. Effective facilitation and a supportive learning culture are crucial for realizing the full benefits of peer learning practices, as well as for addressing potential challenges and variations in outcomes.
Ostracism and school engagement have important implications for adolescents’ academic perseverance and success. However, limited previous studies have investigated the mediating effects of school engagement on the association between ostracism and academic achievement in the Chinese cultural context. The present study fills in this research gap by examining the mediating effects of emotional engagement, cognitive engagement, and behavioral engagement on the association between ostracism and adolescents’ academic achievement. Clustered random sampling was employed, and a total of 728 adolescents (52.6% female) were recruited as participants. The results showed that ostracism was negatively associated with academic achievement. Ostracism was negatively associated with emotional engagement and cognitive engagement, which in turn were related to worse academic achievement. Notably, within the Chinese cultural context, behavioral engagement did not exhibit a mediating effect between ostracism and academic achievement. The findings of the present research have theoretical and practical implications for curtailing ostracism and improving adolescents’ academic achievement.
This chapter provides the results from a large-scale systematic review of adjustments provided to children with special educational needs in general education classrooms. Initially, demographic characteristics of the research will be examined, including geographic region, types of school examined, diagnostic features and characteristics of participants contributing data. This is followed by a consideration of methodology and research quality. Subsequently, the nature of adjustments will be examined across the areas of assessment; instruction; curriculum; classroom environment; organisation and management; human resource use; and technology. Key findings in these areas will be contextualized and discussed. Finally, an analysis of the key themes identified across the research will be offered and some limitations of the review acknowledged.
Peer Assisted Learning is an active discussion and cooperative learning method within the framework of a partnership in the peer-aged group with the formal structures of the course. PAL is learning that is carried out by fellow students and does not involve professional lecturers in the process. This study aims to explore in depth students' perceptions of PAL in the learning process at the Education Study Program at UHAMKA. This research is a qualitative research with a phenomenological approach and the technique of taking participants in this study with maximal variation sampling. The main participants in this study were students from the 2021 totaling 24 people consisting of men and women who were peer tutors and peer tutors. Retrieval of main data through focus group discussions 3 times, while as data triangulation the researcher used in-depth interview techniques with the subject lecturers who held the PAL and observed PAL activities. There are various student perceptions regarding the definition and benefits of PAL, as well as factors that influence PAL, which includes supporting factors such as good communication from peer tutors and the material provided by peer tutors is in accordance with the learning objectives. Factors that hinder the process of implementing PAL include readiness for implementation, readiness for peer tutors, and readiness for peer tutors. In addition, there are also student perceptions regarding expectations for the implementation of PAL, namely the application of PAL in TEFL 3 (Teaching Practice lesson), the use of technology, and evaluation in its implementation. Student perceptions of PAL, namely peer tutors and peer tutors influence each other in their implementation.
The purpose of this study was to observe and analyze the reciprocal peer teaching (RPT) behaviors of university students who were enrolled in an introductory-level guitar course. Students (N = 30) participated in two training sessions, were paired off in asymmetrical dyads based on a baseline examination of their individual performance skills, and arranged a 10-to-15-minute time to meet with their partner outside of class and record their RPT over the video conferencing platform Zoom. Using SCRIBE software (Duke, 2020) and a modified version of codes derived by Colprit (2000), the timing and durations of selected peer tutor behaviors were recorded. A total of 2 hours, 23 minutes, and 40 seconds of video footage was analyzed. Results of student surveys following the treatment period indicated the value of individualized instruction and newfound empathy for the teaching process. The explicit use of modeling and repetition coupled with the relative lack of negative feedback and guiding questions indicated that further training would have been beneficial in promoting tutee success. The present findings prompt questions regarding the training and implementation of RPT in university music classrooms and directions for future research.
Based on research regarding academic performance and usage of peer tutoring in mathematics, a quantitative experimental research study using pre-test and post-test was conducted with grade 5 pupils who were identified as Talented and Gifted students at Sanchez Mira Central Elementary School. The general aim of the study is to identify the effects of peer tutoring on students’ academic performance in mathematics among the selected pupils of Sanchez Mira Central Elementary School. The researcher employed the simple random sampling technique by selecting 11 pupils. The fishbowl technique was used in selecting the 11 pupils who will be the control group. Frequency count was used to determine the number of pupils that belongs to a particular group based on the scale. T-test was used to determine significant difference between pre–and post-test scores. Cohen’s d was also used to determine the effect size of the peer tutoring strategy. Findings revealed that peer tutoring effectively improves the pupils’ performance in mathematics. It was further described that there exists a huge effect on the performance of pupils when peer tutoring is incorporated into classroom instruction.
Learning Analytics was recognized to be “the third wave of large-scale developments in instructional technology”. Learning Management Systems (LMSs) have been widely adopted as the learning analytics tools because the captured data represents how the learners’ interact with the system during formal learning. However, most LMSs’ analytics models do not capture learning activities outside the systems. We built an integrated Telegram mobile application and a web-based portal discussion forum, to enable informal, participatory and collaborative learning beyond the classroom. We analyzed student-initiated question-and-answer discussion posts where our machine learning algorithm will predict the quality of the posts, and the system will prompt the students to improve their posts. With six in-built engagement features, our system generated higher number of high-quality posts, resulting in better learning outcomes among the students. Based on three implementation runs in an undergraduate course, our results show that there were positive correlations between post quality and student assessment outcomes. Students who used the system could achieve higher knowledge gain, and in-class intervention by the course instructor to review the weekly discussion posts will further improve knowledge gain. Mandatory participation benefitted the academically stronger students, while academically weaker students will need positive intervention actions when mandatory use of the system is enforced. We envisage that our system can be a successful alternative for workplace learning and ultimately contribute to organization knowledge creation. Using the system, working professionals can post questions and answers shared among peers within their own organizations and learn through such informal discussions, which can be blended seamlessly in their day-to-day workflow. While our system has not been implemented in workplace learning, we attempt to draw inference from our implementation results, to understand the parallels in the business organization context.
Reading becomes greatly important issue since it is considered as the most frequent input to develop second language acquisition. In reality, learning strategies used in the classroom activity often left a gap between the high proficiency students and the lower one. Hence, peer-assisted learning strategy (PALS) comes to provide a way out towards the gap. The role of peer-assisted learning strategy is assumed to be one of effective learning strategies since it gives them a more chance to interact and cooperate closely while diminish the gap itself in reading skills. Therefore, this research aimed to know the role of PALS in order to help the students enhancing reading skills focusing on the fluency, pronunciation, and word recognition in comprehending the texts while eliciting social interaction between them. This belongs to a case study research. The data were collected through interviews with various grades of students in senior high school. In the end, the research provided the descriptions about the students’ opinion towards the role of PALS in enhancing their reading skills.
This chapter discusses orthographic learning, i.e., how children learn the relation between their spoken language and writing system. The process is discussed for children learning to read and write in one language, as well as for multilingual children acquiring literacy in more than one language. In both cases, the developmental course is mapped from children's first insights into the form and function of their writing systems to the development of word-specific mental representations that code for multiple linguistic forms (i.e., sound, spelling, and meaning). The chapter concludes with instructional recommendations for supporting children's orthographic learning throughout development.
The first Sinhalese literary evidence of Gatapati is found in a verse of Sasadāvata, a
poetry work composed in 12
th century CE during the Polonnaruwa period. Gatapati
or Gatesha, who is one of the most worshiped gods in Hindu culture, is not found in
Sri Lankan literature till the medieval period. However, a sculpture of an elephant- headed figure belonging to the 2
nd century CE has been found on the cornice below
the topmost register of one of the frontispieces of Mihintale Kaat ka Ctiya among the
frieze of dwarfs, referred to as gatas in literature. The figure has been identified by
scholars as the well-known Hindu god Gatapati owing to the elephant head. In
comparison to Hindu sculpture, the figure can be correctly identified as an early
depiction of Gatapati. This interpretation leads to a number of questions that need to
be answered, such as: does the presence of this representation of Gatapati refers to
the existence of the cult of Gatapati in Sri Lanka at that time? and further it also
raises the question as to what was the intention of having a figure of Gatapati in a
Buddhist temple? and it also prompts us to think about the nature of Buddhism that
would have prevailed at that time in Mihintale that allowed a sculpture of Gatapati in
the Mihintale monastery of Kataka Ctiya. This study intends to examine the social
and cultural dynamics that would have allowed for the intrusion of such a non- Buddhist icon into a Buddhist building at an early stage of Buddhist history in the
island. Arising from the facts available, this figure can, thus, be identified as an
earliest depiction of this Hindu god at a Buddhist temple in Sri Lanka, as the head of
the gatas, in the form of Ēkadanta who has only one tusk as we know him today. The
consciousness among the contemporary society of him as a divine being is evident
from the archaeological context of the sculpture. Therefore, sculpturing Gatapati at
Mihintale Kataka Ctiya can be identified as the early stage of absorbing this non- Buddhist deity in to Sri Lankan Buddhist culture. Further, it can be concluded that the
heterodox Buddhism was influential in sculpturing non-Buddhist icons in early
Buddhist art. Simultaneously, the political revolution from Mauryan to Lambakartas
led to changes in political context, therefore, new group of patrons for heterodox
Buddhism were begining to emerge.
Persons with Autism Spectrum Disorder (ASD) may have strengths in musical skills and music perception. Some children with ASD may also have better social engagement in music activities, making music a potential strength for interacting with others. Although children with ASD may be mainstreamed into music education classes, there is little known research on the impact of peer support. The purpose of this project was to examine the impact of peer-assisted learning (PAL) on musical creatiFvity and pro-social skills, between neurotypical (NT) and students with ASD. The following questions were investigated: (a) does music making with a peer impact music creativity differently in NT children and children with ASD, (b) does music making with a peer promote pro-social skills differently in NT children and in children with ASD. The sample included eighteen children with ASD and twenty-eight children with no known disability, between the ages of 9–14. Results of this study provide initial evidence that PAL experiences may be mutually beneficial for children with ASD and NT peers. In particular, an increase in pro-social skills were observed for some children grouped with NT peers, while the amount of time in creative music-making was similar between NT and NT/ASD peer groups.
La guerra contra las drogas ha tenido un alto impacto en entornos educativos, aunque a la fecha gran parte de la producción académica en los campos de la educación en emergencias (EeE) y la educación comparada e internacional lo han pasado por alto. Esta revisión sistemática de estudios empíricos publicados
entre 1988 y 2018 en 20 subcampos de la educación examina cómo los estudios académicos han abordado la intersección entre la escolarización y la guerra contra las drogas. A través de un análisis de contenido de 420 artículos, cuantificamos el número
de ocurrencias de terminología relacionada con la guerra contra las drogas, identificamos patrones y tendencias, y exploramos su significado subyacente. Encontramos abundante literatura académica acerca de drogas y escuelas, particularmente referentes al uso de drogas por parte de estudiantes, pero poca investigación que examine las implicaciones educativas de la guerra contra las drogas. Nos basamos en el concepto de ensamblaje para enmarcar el alcance de este conflicto global y concluimos con una agenda de investigación que incorpora una discusión acerca de la guerra contra las drogas en el campo de la EeE.
La relación entre la inasistencia a la escuela y la participación en economías delictivas está ampliamente documentada en la literatura sobre la delincuencia juvenil. Sin embargo, la compleja conexión entre estos dos fenómenos aún no se ha esclarecido por completo. Este trabajo se basa en dos estudios que nosotras, las autoras, hemos llevado a cabo por separado en donde se explora el papel que juegan las experiencias educativas en la formación de las trayectorias delictivas de hombres jóvenes y adolescentes que
participan en el negocio de las drogas en los centros urbanos ubicados en
México y Colombia. El primer estudio consiste en entrevistas a profundidad y encuestas realizadas en Ciudad Juárez (México), mientras que el segundo se basa en un trabajo etnográfico de largo plazo en Medellín (Colombia). En este artículo proporcionamos una visión única de las experiencias educativas de esta población de difícil acceso y descubrimos que las dificultades económicas
no explican del todo por qué estos jóvenes dejan la escuela y se dedican a actividades delictivas. Estos jóvenes no "abandonan" la escuela en busca de dinero, sino que son "expulsados" por un círculo
vicioso de estigmatización, segregación, castigo y exclusión. Al explorar estas dinámicas en dos ciudades que han visto prolongadas guerras contra las drogas, este artículo promueve una comprensión más matizada del nexo entre la violencia relacionada con el delito y las experiencias educativas, haciendo así una importante contribución al área de la educación en emergencias (EeE).
General education classrooms are growing increasingly diverse and include students with wide-ranging abilities, including children with disabilities, children from culturally and linguistically diverse backgrounds, and children from poverty. Coupled with the need to implement 21st Century Skills, teachers need the knowledge and skills to implement research-supported interventions in a flexible and student-centered manner. Based on these needs, the purpose of this chapter is to profile two strategies that have been exemplified in the content area of reading (i.e., class-wide peer tutoring, repeated reading). Both strategies are supported by research, are particularly suited for differentiation of instruction in classrooms that include diverse learners, and can incorporate various aspects of 21st century skills. It is hoped that teachers will gain the skills to implement effective interventions that support both the practice of reading and 21st century skills.
This article summarizes the critical findings of recent research syntheses funded by the Office of Special Education Programs and the National Center for Learning Disabilities. The syntheses examined research on higher-order processing and problem-solving, reading comprehension, written expression, and grouping practices associated with improved outcomes in reading for students with learning disabilities. Common principles of instruction are identified across the syntheses. These principles are summarized and illustrated with research-based exemplars of best practice.
This article reviews the research literature that describes children who are unresponsive to generally effective early literacy interventions. Studies were selected in which (a) children ranged from preschoolers to third graders and were at risk for reading disabilities, (b) treatments targeted early literacy, (c) outcomes reflected reading development, and (d) students' unresponsiveness to intervention was described. The literature review included a computer search of several databases, an ancestral search of relevant articles and books, and a manual search of 11 journals. Twenty-three studies were identified, 8 of which were designed primarily to identify characteristics of unresponsive students; the remaining 15 studies focused on treatment effectiveness but also identified and described unresponsive students. A majority of unresponsive students had phonological awareness deficits. Additional characteristics included phonological retrieval or encoding deficits, low verbal ability, behavior problems, and developmental delays. Finally, methodological issues are discussed that complicate comparisons of nonresponders across studies, and implications for future research are described.
Summarizes the Individuals with Disabilities Education Act Amendments of 1997, especially changes in the individualized education program process, discipline of students with disabilities, accountability, and procedural safeguards. It also addresses restructuring of the act, issues of assessment as a means of accountability, development of performance goals and indicators, special education in the correction system, private schools, and funding. (DB)
The purpose of the present study was to examine the effectiveness and feasibility of phonological awareness training, with and without a beginning decoding component. 33 teachers in 8 urban schools were assigned randomly within their schools to 3 groups: control, phonological awareness training, and phonological awareness training with beginning decoding instruction and practice. Following training, teachers in the 2 treatment groups conducted the treatments for about 20 wks. In each teacher's class, pre- and posttreatment data were collected on 12–14 children (
N = 404); 312 children were tested again the following fall. At the end of kindergarten, the 2 treatment groups performed comparably and outperformed controls on the phonological awareness measures. On alphabetic (reading and spelling) tasks, however, the group participating in phonological awareness training with beginning decoding instruction did better than the other 2 groups. In the fall of the next year, many of these between-group differences remained but were less impressive. Implications are discussed for bridging research and practice. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Evaluated the achievement effects of an individualized mathematics program designed to solve problems of management, direct instruction, and incentives common to earlier attempts at individualization of instruction. Team Assisted Individualization (TAI), a mathematics program that combines individualized instruction, cooperative learning teams, and direct instruction, was compared to control methods in a 24-wk experiment involving 1,371 students in 59 3rd-, 4th-, and 5th-grade classrooms. Standardized mathematics computations and concepts and application scales served as dependent variables and covariates. Random-effects nested analyses of covariance indicated statistically significant treatment effects favoring TAI for mathematics computations but not concepts and applications. However, individual-level analyses found significant treatment effects for both variables for the full sample and for a subsample of 63 academically handicapped Ss. No Treatment by Handicap interactions were found. (26 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Examined the Simple View of reading and writing. Of particular concern were these questions: Do the same children remain poor readers year after year? Do the same children remain poor writers year after year? What skills do the poor readers lack? What skills do the poor writers lack? What factors seem to keep poor readers from improving? What factors seem to keep poor writers from improving? The probability that a child would remain a poor reader at the end of 4th grade if the child was a poor reader at the end of 1st grade was .88. Early writing skill did not predict later writing skill as well as early reading ability predicted later reading ability. Children who become poor readers entered 1st grade with little phonemic awareness. By the end of 4th grade, the poor readers had still not achieved the level of decoding skill that the good readers had achieved at the beginning of 2nd grade. Good readers read considerably more than the poor readers both in and out of school, which appeared to contribute to the good readers' growth in some reading and writing skills. Poor readers tended to become poor writers. The Simple View received support in accounting for reading and writing development through 4th grade. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Examined the relative impact of structured peer tutoring and group reward components of the reciprocal peer-tutoring intervention on the mathematics performance of elementary school students at high risk for academic failure. 64 students were selected randomly from a pool of 80 4th- and 5th-grade students. Students were assigned randomly to 4 conditions: structure plus reward; reward only; structure only; and no structure, no reward. Findings indicate that students who received both components showed the highest levels of accurate math computations. Analyses of collateral measures revealed that students in the group-reward conditions received higher classroom conduct reports than students in the nonreward conditions. Students in the structured conditions reported higher levels of scholastic competency and self-control than did students in the nonstructured conditions. Data were reported on treatment integrity and teacher and student satisfaction. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
A follow-up of a study evaluating a program to teach young children about phonemic structure is reported. In the original study (B. Byrne and R. Fielding-Barnsley; see record
1992-10755-001), preschoolers were trained with the program for 12 wks and gained in phonemic awareness and knowledge of the alphabetic principle as compared with a control group. The children were retested at the end of kindergarten on phonemic awareness, word identification, decoding, and spelling. Children who entered school with advanced levels of phonemic awareness scored significantly higher on each of the measures. Alphabetic knowledge predicted literacy development, but phonemic awareness accounted for significant additional variance in decoding and spelling. Verbal intelligence did not influence reading and spelling performance. Other parts of the data led to the conclusion that some aspects of phonemic awareness may be a consequence of literacy instruction rather than a cause. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Reading impaired first graders were given daily tutoring as a "first cut" diagnostic to aid in distinguishing between reading difficulties caused by basic cognitive deficits and those caused by experiential deficits. Reading achievement in most of these children was found to be within or above the average range after one semester of remediation. Children who were difficult to remediate performed below both children who were readily remediated and normal readers on kindergarten and first-grade tests evaluating phonological skills, but not on tests evaluating visual, semantic and syntactic skills. The results are consistent with convergent findings from previous research suggesting that reading problems in some poor readers may be caused primarily by phonological deficits. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
We conducted a longitudinal investigation of differences in classroom ecological arrangements and student behaviors (processes) on low-SES and high-SES elementary students' growth in academic achievement (products). An experimental, low-SES group received Classwide Peer Tutoring implemented by their teachers during each grade from first through fourth, while a low-SES control group and a high-SES comparison group received teacher-designed instruction. Results indicated that the experimental group and the comparison group, with distinctly different ecological arrangements and significantly higher levels of academic engagement, produced significantly greater product gains than did the control group. The implications of these findings are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
W e begin with three closely related and widely accepted facts. First, reading is a foun-dational skill in all chil-dren's academic careers; whether they become strong or weak readers has considerable bearing on their success in school and beyond (Snow, Burns, & Griffin, 1998). Second, reading readi-ness, once a heresy in the early childhood com-munity, is now perceived by many as a vital part of a child's kindergarten experience (Snow et al.). Third, an indispensable ingredient in reading-readiness programs is phonological awareness ABSTRACT: This study's purpose was to explore the effectiveness and feasibility of phonological awareness (PA) training with and without a beginning decoding component for kindergartners with disabilities in mainstream classrooms. Nineteen general educators, who taught at least one student with a disability, were assigned randomly within their schools to three groups: control, PA training, or PA training with beginning decoding instruction. Teachers in the two treatment groups conducted the treatments for about 20 weeks. Pre-and posttreatment data were collected on 25 children with disabilities. Statistical analyses indicated that the group of students with special needs participating in PA training with beginning decoding instruction did better than the other two groups. However, many children, including many of those in the most effective treatment, did not improve their reading skills.
We present a longitudinal intervention study of children experiencing difficulties in the early stages of learning to read. Our subjects, 7-year-old poor readers, were divided into 4 matched groups and assigned to 1 of 3 experimental teaching conditions: Reading with Phonology, Reading Alone, Phonology Alone, and a Control. Although the Phonology Alone group showed most improvement on phonological tasks, the Reading with Phonology group made most progress in reading. These results show that interventions to boost phonological skills need to be integrated with the teaching of reading if they are to be maximally effective in improving literacy skills.
Two instructional studies directed at the comprehension-fostering and comprehension-monitoring activities of seventh grade poor comprehenders are reported. The four study activities were summarizing (self-review), questioning, clarifying, and predicting. The training method was that of reciprocal teaching, where the tutor and students took turns leading a dialogue centered on pertinent features of the text. In Study 1, a comparison between the reciprocal teaching method and a second intervention modeled on typical classroom practice resulted in greater gains and maintenance over time for the reciprocal procedure. Reciprocal teaching, with an adult model guiding the student to interact with the text in more sophisticated ways, led to a significant improvement in the quality of the summaries and questions. It also led to sizable gains on criterion tests of comprehension, reliable maintenance over time, generalization to classroom comprehension tests, transfer to novel tasks that tapped the trained skills of summarizing, questioning, and clarifying, and improvement in standardized comprehension scores. Many of these results were replicated in Study 2. In contrast to Study 1, which was conducted by an experimenter, Study 2 examined group interventions conducted by volunteer teachers with their existing reading groups.
Bibliography: leaves 56-61 Supported by grants HD06864, HD05951 from the National Institute of Child Health and Human Development and from the National Institute of Education under contract no. US-NIE-C-400-76-0116
Wanted: An effective instruc- tional method for heterogeneous groups of students who function at highly varied skill levels. Method must be cost-effective and user-friendly and must keep my students actively involved. effectively. Once students are familiar with the procedures, select the optimal content to be covered. It makes sense to start with simple drill and practice of letter sounds, spelling words, vocabulary words and definitions, or math facts before progressing to higher-order areas. We recommend attempting a transition to more challenging content only after students have become profi- cient with tutoring procedures. This provides time to "work the bugs out"— particularly related to logistics (e.g., smoothly transitioning to pairs) or social-skill issues that may emerge. Figure 2 shows a sample script you could use for peer tutoring in spelling. Preparing and Selecting Classroom Materials You can use classwide peer tutoring with either standardized, commercially prepared materials or teacher-made materials. Selecting materials of the proper difficulty level is key. If materials are self-correcting (e.g., flash cards with the answers available) students may be paired, regardless of skill levels. In phys- ical education, students can compare their partner's stance or body position with a written standard that shows observable steps for the correct posi- tions. For reading, effective guided-prac-
This study was designed to test the effects of activity-based phonological instruction delivered by five classroom teachers on the phonological skill development and reading and writing outcomes of kindergarten children with (n = 31) and without (n = 57) disabilities, and children repeating kindergarten (n = 19) placed in general and self-contained classes. Teachers in the treatment received 10 inservice training sessions spaced over the school year and implemented from 100 to 281 activities during the 6-month intervention. Outcomes for treated children were compared with children matched for type (general or repeating kindergartners, or children with mild disabilities) in classrooms using the same background prereading curriculum. Results suggest that intervention delivered by nonresearch personnel can be an effective way to improve the literacy outcomes of children with a broad range of ability.
The purpose of this study was to compare two types of teacher feedback, using an ongoing measurement system that involved students’ performance on a reading recall task. Twenty-two teachers were assigned randomly to two treatment groups. In the performance indicator feedback group, teachers received graphs that displayed students’ total number of content words retold over time; in the performance indicator with qualitative feedback group, teachers received graphs along with a structured analysis of the story components students included in their recalls. Teachers used the monitoring systems for 15 weeks, with 41 students with reading problems. Multivariate analyses of covariance indicated that teachers in the performance indicator with qualitative feedback group wrote more specific instructional plans and effected better growth with their pupils. Achievement differences were larger as the outcome measures related more directly to the recall task embedded within the ongoing measurement system. Implications for assessment, instructional planning, and research design are discussed.
This article reviews our research program in written language, including examinations of what and how students with LD write. The evidence indicates that these students' writing difficulties stem, in part, from problems with basic text production skills, scant knowledge about writing, and difficulties with planning and revising text. In other studies, we have evaluated the effectiveness of instructional procedures for addressing one or more of these difficulties, including strategy instruction, procedural facilitation, word processing, basic skills instruction, and the process approach to writing. Our research in each of these areas is reviewed and recommendations for future research are provided.
This article focuses on the role peer-mediated instructional approaches may play in improving the academic and social performance of secondary learning disabled students. Two peer-teaching programs, Classwide Peer Tutoring and Classwide Student Tutoring Teams, are described, as well as findings from recent investigations in mainstream and resource room settings. Implications for teacher preparation are reviewed.
The primary focus of this study was to determine the effectiveness of a classwide peer tutoring program in reading for three learner types: low achievers with and without disabilities and average achievers. Twelve schools, stratified on student achievement and family income, were assigned randomly to experimental and control groups. Twenty teachers implemented the peer tutoring program for 15 weeks; 20 did not implement it. In each of the 40 classrooms, data were collected systematically on three students representing the three learner types. Pre- and posttreatment reading achievement data were collected on three measures of the Comprehensive Reading Assessment Battery. Findings indicated that, irrespective of type of measure and type of learner, students in peer tutoring classrooms demonstrated greater reading progress. Implications for policymaking are discussed.
THIS RESEARCH examines the effectiveness of Peer-Assisted Learning Strategies for First-Grade Readers (First-Grade PALS) as a tool for enhancing the reading achievement of different learner types, particularly low-achieving students, representing the range of academic diversity typically present in primary grade classrooms. First-Grade PALS helps teachers to accommodate this diversity (a) by decentering instruction through peer mediation so that students become more actively involved in the learning process, (b) by including provisions for integrating phonological and alphabetic skills into the decoding of words in connected text, and (c) by providing extensive and repeated exposure to a variety of children's literature. In this research, the efficacy and feasibility of First-Grade PALS were examined in naturally constituted, academically heterogeneous first-grade classes, during rime normally allocated for reading instruction. Twenty first-grade teachers and 96 first-grade students (46 low, 20 average-, and 20 high-achieving) participated. Ten teachers incorporated First-Grade PALS into their reading program; 10 continued to teach reading as usual. Data collected included (a) time-series phonological awareness and reading fluency data and (b) pre-and post-measures of concepts of print, decoding, fluency, and comprehension. Students and teachers also were asked to rate their satisfaction with various aspects of First-Grade PALS. Results indicate that all learner types were positively affected by participation in First-Grade PALS, with the greatest gains indicated for low-achieving students. Likewise, both students and teachers implemented First-Grade PALS with relative ease, demonstrated high fidelity, and reported high levels of satisfaction.
This study examined the effects of peer-assisted learning strategies (PALS) on students' literacy development and beliefs about reading, when PALS is implemented with secondary-level students in remedial and special education classes. Teachers were assigned to PALS (n = 9 classes) and contrast (n = 9 classes) treatments. Teachers implemented PALS with their entire classes five times every 2 weeks, for 16 weeks. To designate research participants for outcome measurement, teachers identified all students whose reading instructional levels were Grades 2 through 6. Reading comprehension and fluency were measured before and after treatment; beliefs were indexed after treatment. Analyses of variance indicated that, compared to contrast counterparts, PALS students grew more on reading comprehension and reported more positive beliefs about working hard to improve reading. However, PALS and contrast students grew comparably on reading fluency and reported similar beliefs about being and wanting to become better readers. Implications are discussed for developing effective forms of peer-mediated instruction for use in high school remedial and special education classes.
In this review, the best practices for facilitating reading comprehension for students with learning disabilities are described and summarized. These best practices were derived from the results of an extensive literature review of research in reading comprehension with students with learning disabilities. Analysis of all relevant literature revealed consistently high effects for some reading comprehension strategies. Strongest outcomes were observed for teacher-led questioning and self-questioning strategies, followed by text-enhancement strategies, and, finally, strategies involving basic skills instruction and reinforcement. The few studies that were located in the area of whole language yielded less positive outcomes. Implications for effective practice are described.
The purpose of this article is to describe downward and upward extensions of Peer-Assisted Learning Strategies (PALS) in reading, which was originally developed for Grades 2-6. Extensions have occurred for kindergarten, first grade, and high school. We begin by describing our rationale for the development of PALS. Then we provide an overview of the Grades 2-6 PALS program and illustrate why additional PALS activities were required to address younger and older students' developmental needs. Finally, we describe the PALS extensions.
This article addresses questions about instruction for children with severe reading disabilities in 2 ways. First, outcomes from 3 recent studies are examined within the context of a hierarchy of instructional goals derived from current theory about the processes involved in acquisition of reading skill. This analysis suggests that we still have much to learn about effective instruction for children with the most severe reading disabilities. The second part of the article reports preliminary results from a 2½-year prevention project in which 138 children received instruction by 3 different methods. The primary instructional contrast involved the intensity and degree of explicitness of instruction in phonological awareness and phonetic decoding strategies for word reading. Results showed a clear advantage in phonetic reading ability for 1 group of children at the end of the second grade. However, this group did not show corresponding advantages in word-reading vocabulary or reading comprehension. The article concludes with a discussion of weaknesses in current research that suggest questions for future intervention studies.
This article begins with a description of Peer-Assisted Learning Strategies (PALS) for Grades 2-6. We then offer the perspective of a teacher who has used PALS with her 3rd-grade classes. We next describe a decade of research and development that supports use of PALS reading with students with learning disabilities. We briefly mention more recent work that extends PALS reading downward to kindergarten and 1st grade and upward into high school. And we conclude by describing 2 important limitations in our research and identifying areas for future investigation.
Interactive models of reading appear to provide a more accurate conceptualization of reading performance than do strictly top-down or bottom-up models. When combined with an assumption of compensatory processing (that a deficit in any particular process will result in a greater reliance on other knowledge sources, regardless of their level in the processing hierarchy), interactive models provide a better account of the existing data on the use of orthographic structure and sentence context by good and poor readers. A review of the research literature seems to indicate that, beyond the initial stages of reading acquisition, superior reading ability is not associated with a greater tendency to use the redundancy inherent in natural language to speed word recognition. Instead, general comprehension strategies and rapid context-free word recognition appear to be the processes that most clearly distinguish good from poor readers./// [French] Les modèles interdépendants de lecture semblent pourvoir une conceptualisation plus précise d'accomplissement de lecture que les modèles strictement du haut au bas et du bas au haut. Lorsqu'ils sont combinés avec une hypothèse de procédure compensatoire (qu'un deficit dans tout procédé particulier causera une plus grande confiance en d'autres sources de connaissance, sans tenir compte de leur niveau dans la hiérarchie de procédure), les modèles interdépendants fournissent un meilleur compte-rendu de données existantes dans l'usage de structures orthographiques et de contexte de phrases par des lecteurs bons et médiocres. Une revue des écrits de recherche semble indiquer que, sa-delà des étapes initiales d'acquisition de lecture, la capacité de lecture supérieure n'est pas associée à une tendance plus vaste d'utiliser l'excédent inhérent dans le langage naturel pour accélerer la reconnaissance des mots. Au lieu, les stratégies de compréhension générale et, de maniére plus importante, la reconnaissance rapide de mots à contexte libre semble être les procédés qui distinguent le plus clairement les bons lecteurs des mauvais./// [Spanish] Modelos de interacción de lectura parecen proveer una percepción intelectual mas precisa de lecturabilidad que los modelos estrictamente conceptuales ("top-down") o de desciframiento ("bottom-up"). Cuando se combinan asumiendo el proceso compensatorio (que el déficit en cualquier proceso resultará en mayor dependencia de otras fuentes de conocimiento, sin consideración de nivel en la jerarquía de procesos), modelos de interacción proveen una mejor enumeración de los datos existentes sobre el uso, por buenos y deficientes lectores, de estructura ortográfica y contexto de oración. Un repaso de la literatura de investigación parece indicar que, más allá de la fase inicial de aprendizaje de lectura, la habilidad superior de lectura no está asociada con una mayor tendencia de uso de la redundancia existente en lenguaje natural para acelerar la identificación de palabras. Por otro lado, estrategias de comprensión general y descifre rápido de palabras de contexto libre parecen ser los procesos que separan más claramente los lectores buenos de los deficientes.
Three third graders with a history of low achievement in math were first given verbal (abstract) instruction in solving word problems. Students were then introduced to manipulatives instruction using Cuisenaire rods to set up word problems. Students exhibited immediate and sustained improvement on subsequent probes administered without manipulatives available. (Author/DB)
The study examined effects of a class-wide peer tutoring program on the weekly spelling test performance of 70 regular third- and fourth-graders, most of whom were also receiving compensatory and/or special education services. Results indicated that students' scores increased by an average of 12 points. (DB)
Investigated the effectiveness of teaching learning disabled (LD) students place value (PV) through a conceptual sequence including 3 levels of understanding (concrete, semiconcrete, abstract). This approach was compared with an approach that teaches LD Ss the same skill at the abstract level without manipulatives or pictorial representations, using 24 8–23 yr olds. Findings suggest that the concrete-to-abstract teaching sequence is more effective than abstract teaching only for Ss acquiring initial PV skills. The use of manipulatives and pictorial representations positively affected skill acquisition, maintenance, and retention. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
the central claim we explore in this chapter is that prosody (the complex of suprasegmental phonological features which includes intonation, stress, and duration) plays an especially prominent perceptual role for children in their processing of the syntactic structure of speech (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Examined the effects of instructional complexity and role reciprocity within classwide peer tutoring (CWPT) on the reading of learning-disabled (LD), nondisabled low-performing (LP), and average-achieving (AA) students. Participants were 31 teachers in Grades 2–5 and 58 LD, 27 LP, and 33 AA students. 23 teachers and their students were assigned randomly to 1 of 4 CWPT conditions: (1) standard CWPT with role reciprocity, (2) standard CWPT without role reciprocity, (3) modified CWPT with role reciprocity, or (4) modified CWPT without role reciprocity. Eight teachers and their students were controls. Students in CWPT conditions significantly outperformed controls on a reading fluency measure. The group with modified CWPT with role reciprocity showed significantly greater achievement in comprehension than controls. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Evaluated a new program designed to teach young children about phonological structure. The program emphasizes recognition of phoneme identity across words. An experimental group of 64 preschoolers was trained with the program for 12 wks, and 62 controls were exposed to the same materials, stripped of reference to phonology. Comparison of pretraining and posttraining measures of phonemic awareness showed greater gains by the experimental group in comparison with controls. Increased levels of phonemic awareness occurred with untrained as well as trained sounds. A forced-choice word-recognition test showed that most of the children who possessed phonemic awareness and who knew relevant letter sounds could use their knowledge to decode unfamiliar printed words. Results are consistent with the claim that phonological awareness and letter knowledge in combination are necessary but not sufficient for acquisition of the alphabetic principle. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
20 years has greatly advanced our understanding of reading problems. We know that many children who experi-ence difficulty learning to read have phonological processing weaknesses (e.g., Liberman, Shankweiler, & Liberman, 1989) and poor word recognition skills (e.g demonstrated that programs emphasizing phono-logical awareness and decoding can significantly improve young students' reading achievement, at least in the short term. ABSTRACT: First graders (N = 323) participated in an evidence-based classwide reading program (Peer-Assisted Learning Strategies; PALS). A dual-discrepancy approach was used to identify 56 children whose reading performance and growth rates were substantially below those of average readers, indicating they were not responding sufficiently to PALS. This approach reliably distin-guished among unresponsive at-risk, responsive at-risk, and average-performing readers. Nonre-sponders were assigned randomly to one of three increasingly individualized treatments: PALS, Modified PALS, or tutoring by an adult. No statistically significant between-group differences on reading-related measures were found. Effect sizes (between .30 and .50) comparing groups and proportions of nonresponders following treatment suggest that tutoring was most promising for re-ducing unresponsiveness.
The problem-solving model (PSM) is used in the Minneapolis Public Schools to guide decisions regarding: (1) interventions in general education, (2) referral to special education, and (3) evaluation for special education eligibility for high-incidence disability areas. District implementation was driven by four themes: the appropriateness of intelligence tests and the IQ-achievement discrepancy for determination of eligibility, bias in assessment, allocation of school psychologist time, and linking assessment to instruction through curriculum-based measurement. This article describes how the PSM was designed as a three-stage process to measure response to intervention and used in the special education eligibility process. Program evaluation data collected since initial implementation in 1994 is reported in the areas of child count, achievement, referral, eligibility, and disproportion. The authors discuss the limitations of conducting PSM research in school settings, barriers to implementation of PSM, and make suggestions for enhancing treatment integrity.
Many researchers have documented the apparent fact that numerous students with LD have social–skill deficits and a lower social standing than their nondisabled peers. In principle, participation in peer tutoring would appear to be at least a partial solution. It requires classmates to work together on valued tasks and research indicates that it can promote academic growth among students with and without disabilities. Yet, little research has been conducted on the social benefits of peer tutoring. This study attempts to do precisely that by collecting 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. In each of the 39 classrooms, sociometric data are reported on four children—a student with LD and a low–achieving, average–achieving, and high–achieving student. Findings indicated that students with LD in PALS classes were (1) more socially accepted than their counterparts in No–PALS classes, and (2) enjoyed the same social standing as most nondisabled classmates. Strengths and weaknesses of this study are discussed, as are directions for future research.
Low-income, inner-city children were involved in a two-year intervention delivered in the regular classroom by regular classroom teachers to develop phonological awareness and word recognition skills. For the treatment children, an 11-week phoneme awareness program in kindergarten was followed by a first grade reading program (extended to grade 2 for some children) that emphasized explicit, systematic instruction in the alphabetic code. Control children participated in the school district''s regular basal reading program. Both groups participated in a phonetically-based spelling program mandated by the district. At the end of grade 1, treatment children (n = 66) significantly outperformed control children (n = 62) on measures of phonological awareness, letter name and letter sound knowledge, and three measures of word recognition, and reached marginal significance (0.056) on a fourth. They also significantly outperformed the control children on two measures of spelling. One year later, at the end of grade 2, the treatment children (n = 58) significantly outperformed the control children (n = 48) on all four measures of word recognition. For the groups as a whole, there were no differences on the one measure of spelling readministered at the end of grade 2. However, there were significant differences in spelling between the treatment (n = 16) and control children (n = 13) who remained in the bottom quartile of spellers at the end of grade 2 when partial credit was given for phonetically correct spelling, and significant differences in reading favoring these treatment children on all four measures of word recognition.
Recent evidence suggests that training in phoneme awareness has a positive impact on beginning reading and spelling. The objective of this study was to investigate the effectiveness of instruction in phonological awareness provided in low-income, inner-city kindergarten classrooms by kindergarten teachers and their teaching assistants. Prior to the intervention, the 84 treatment children and 75 control children, who attended inner-city schools in an urban district in upstate New York, did not differ on age, sex, race, SES, PPVT-R score, phoneme segmentation, letter name knowledge, letter sound knowledge, or reading. After the 11 week intervention, the treatment children significantly outperformed the control children on measures of phoneme segmentation, letter name and letter sound knowledge, two of three reading measures, and a measure of invented spelling. Implications for improving beginning reading instruction are discussed.
A model of information processing in reading is described in which visual information is transformed through a series of processing stages involving visual, phonological and episodic memory systems until it is finally comprehended in the semantic system. The processing which occurs at each stage is assumed to be learned and the degree of this learning is evaluated with respect to two criteria: accuracy and automaticity. At the accuracy level of performance, attention is assumed to be necessary for processing; at the automatic level it is not. Experimental procedures are described which attempt to measure the degree of automaticity achieved in perceptual and associative learning tasks. Factors which may influence the development of automaticity in reading are discussed.
Despite general agreement that we should routinely assess the student performance outcomes of instruction, general agreement regarding how this should be done does not exist. Commercially distributed achievement tests are not always congruent with curriculum objectives and teachers tend not to value the information obtained from them. Informal observation of performance is the approach used and preferred by teachers. Unfortunately, the reliability and validity of teachers' informal observation of student academic performance is unknown. An emerging alternative to commercial standardized tests and to informal observations is curriculum-based measurement (CBM) that combines the advantages of both. Through standardizing observation of performance in the curriculum, CBM generates reliable data that is valid with respect to widely used indicators of achievement such as achievement test scores, age, program placement, and teachers' judgments of competence. These data are now being used to make screening, referral, IEP planning, pupil progress, and program outcome decisions. This article provides background on and illustrations of the use of CBM in special education.
Thirty-two elementary learning disabled students were randomly assigned either to a condition in which they were trained to use a comprehension monitoring strategy or to a control condition. In the strategy condition, students were instructed to write brief restatements of the important ideas of paragraphs as they read. Following training, all students read and completed comprehension measures for narrative passages under conditions which constituted (a) a test of training, (b) a near transfer test, and (c) a remote transfer test. In all instances the strategy-trained students exhibited better comprehension than did the control students.
The purpose of this article is to contrast responsible with irresponsible inclusion practices for students with learning disabilities. Guidelines for responsible inclusion are that the student and family are considered first, teachers choose to participate in inclusion classrooms, adequate resources are provided for inclusion classrooms, models are developed and implemented at the school-based level, a continuum of services is maintained, the service delivery model is evaluated continuously, and ongoing professional development is provided.
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