Resources

Calhoon, M., Al Otaiba, S., Greenberg, D., King, A., & Avalos, A. (2006). Improving reading skills in predominantly Hispanic Title 1 first grade classrooms: The promise of Peer-Assisted Learning Strategies. Learning Disabilities Research & Practice, 21(4), pp. 261–272.

Fuchs, D., & Fuchs, L. (2005). Peer-Assisted Learning Strategies: Promoting word recognition, fluency, and reading comprehension in young children. The Journal of Special Education, 39(1), pp. 34–44.

Fuchs, D., & Fuchs, L. (n.d.). Response to intervention (RTI): Preventing and identifying LD. Retrieved on October 29, 2008, from http://steinhardt.nyu.edu/scmsAdmin/uploads/000/452/RTIKeynoteAMFuchs.pdf

Fuchs, D., Fuchs, L., Al Otaiba, S., Thompson, A., Yen, L., McMaster, K., Svenson, E., Yang, N. (2001). Helping kindergartners with reading readiness: Teachers and researchers in partnerships. The Council for Exceptional Children, 33(4), pp. 76–80.

Fuchs, D., Fuchs, L., Svenson, E., Yen, L., Thompson, A., McMaster, K., Al Otaiba, S., Yang, N., & Braun, M. (2000). Peer-Assisted Learning Strategies: First grade reading center on accelerating student learning.

Fuchs, D., Fuchs, L., Thompson, A., Al Otaiba, S., Yen, L., McMaster, K., Yang, N., Svenson, E., Braun, M. (2002). Peer-Assisted Learning Strategies: Kindergarten reading teacher manual.

Fuchs, D., Fuchs, L., Thompson, A., Al Otaiba, S., Yen, L., Yang, N., Braun, M., & O’Connor, R. (2002). Exploring the importance of reading programs for kindergarteners with disabilities in mainstream classrooms. Exceptional Children, 68 (3), pp. 295–311.

Fuchs, D., Fuchs, L., Thompson, A., al Otaiba, S., Yen, L., Yang, N., Braun, M., O’Connor, R. (2001). Is reading important in reading-reading-readiness programs? A randomized field trial with teachers as program implementers. Journal of Educational Psychology, 93(2), pp. 251–267.

Fuchs, D., Fuchs, L., Thompson, A., Svenson, E., Yen, L., Al Otaiba, S., Yang, N., McMaster, K., Prentice, K., Kazdan, S., & Saenz, L. (2001). Peer-assisted learning strategies in reading: Extensions for kindergarten, first grade, and high school. Remedial and Special Education, 22(1), pp. 15–21.

Mcmaster, K., Fuchs, D., & Fuchs, L. (2006). Research on peer-assisted learning strategies: The promise and limitations of peer-mediated instruction. Reading & Writing Quarterly, 22, pp. 5–25.

Mcmaster, K., Fuchs, D., Fuchs, L., & Compton, D. (2005). Responding to Nonresponders: An Experimental Field Trial of Identification and intervention methods. Exceptional Children, 71(4), pp. 445–564.

McMaster, K., Kung, S., Han, I., & Cao, M. (2008). Peer-Assisted Learning Strategies: A “Tier 1” approach to promoting English learners’ Response to Intervention. Exceptional Children, 74(2), pp. 194–214.

Mathes, P., Howard, J., Allen, S., Fuchs, D. (1998). Peer-assisted learning strategies for first-grade readers: Responding to the needs of diverse learners. Reading Research Quarterly, 33(1), pp. 62–94.

This article looks at the effectiveness of the PALS approach among first-grade students. Their focus on low-achieving readers, the authors examine the reading outcomes among classrooms in which PALS has been implemented and find that reading gains have indeed occurred.

Rafdal, B. H., McMaster K. L., McConnell, S. R., Fuchs, D., & Fuchs, L. S. (2011). The effectiveness of kindergarten peer-assisted learning strategies for students with disabilities. Exceptional Children, 77(3), 299–316.

The authors of this study here offer an overview of their attempt to determine the effectiveness of implementing Peer-Assisted Learning Strategies (K-PALS) among kindergarten students. A number of outcomes suggest that students who are taught using K-PALS do in fact perform better than their peers on certain measures. A discussion of the study’s implications for future educations is included.

Wehby, J., Falk, K., Barton-Arwood, S., Lane, K., Cooley, C. (2003). The impact of comprehensive reading instruction on the academic and social behavior of students with emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 11(4), pp. 225–238.

This article documents the effects of PALS implementation among students with emotional or behavioral disorders. Researchers conclude that the approach positively affects the reading abilities of said students, though no immediate improvements in behavior were observed. The article concludes with notes about the promise of pursuing further study.

Institute of Education Sciences, United States Department of Education https://ies.ed.gov/ncee/wwc/EvidenceSnapshot/364

This section of the highly informative and useful What Works Clearinghouse contains resources related to Peer-Assisted Learning Strategies (PALS), including an overview and report on the observed effects of PALS implementation.

Promising Practices Network http://www.promisingpractices.net/program.asp?programid=143

The Promising Practices Network, a project of the RAND Corporation, offers a wealth of information related to Peer-Assisted Learning Strategies (PALS). Included here is an overview, a summary of key evaluation findings, and links to available online resources.

Vanderbilt University, Peer-Assisted Learning Strategies: Strategies for Successful Learning https://frg.vkcsites.org/what-is-pals/

This website, developed and maintained by a group of researchers at Peabody College, Vanderbilt University, is a hub for information and resources related to Peer-Assisted Learning Strategies (PALS). Featured are links to resources about interventions and assessments in math and reading, current research, and more.