Peer-assisted learning strategies for English language learners with learning disabilities.: An article from: Exceptional Children

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From the author: This study assessed the effects of Peer-Assisted Learning Strategies (PALS), a reciprocal classwide peer-tutoring strategy, on the reading performance of native Spanish-speaking students with learning disabilities (LD) and their low-, average-, and high-achieving classroom peers. Participants were 132 native Spanish-speaking English language learners (ELL) in Grades 3 through 6, along with their 12 reading teachers. Teachers were assigned randomly to PALS and contrast groups. PALS sessions were conducted 3 times a week for 15 weeks. Students were tested before and after treatment. PALS students outgrew contrast students on reading comprehension, and those effects were not mediated by student type.

Citation Details
Title: Peer-assisted learning strategies for English language learners with learning disabilities.
Author: Laura M. Saenz
Publication:Exceptional Children (Refereed)
Date: March 22, 2005
Publisher: Council for Exceptional Children
Volume: 71 Issue: 3 Page: 231(17)

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