Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 0 |
| Since 2007 (last 20 years) | 1 |
Descriptor
Author
| Bolt, Sara E. | 1 |
| Fuchs, Douglas | 1 |
| Fuchs, Lynn S. | 1 |
| McConnell, Scott R. | 1 |
| McMaster, Kristen L. | 1 |
| Rafdal, Brooke H. | 1 |
Publication Type
| Journal Articles | 2 |
| Reports - Descriptive | 1 |
| Reports - Research | 1 |
Education Level
| Kindergarten | 2 |
| Early Childhood Education | 1 |
Audience
Location
| Minnesota | 2 |
| Iowa | 1 |
| Pennsylvania | 1 |
Laws, Policies, & Programs
| Individuals with Disabilities… | 1 |
Assessments and Surveys
| Dynamic Indicators of Basic… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkRafdal, Brooke H.; McMaster, Kristen L.; McConnell, Scott R.; Fuchs, Douglas; Fuchs, Lynn S. – Exceptional Children, 2011
This study determined the effectiveness of Kindergarten Peer-Assisted Learning Strategies (K-PALS) for students with disabilities. The researchers randomly assigned 89 kindergartners with individualized education programs (IEPs) from 47 classrooms to control (n = 9); K-PALS Level 1 (teachers received 1-day workshop; n = 19); or K-PALS Level 2…
Descriptors: Individualized Education Programs, Oral Reading, Beginning Reading, Learning Strategies
Bolt, Sara E. – California School Psychologist, 2005
Considerable variation exists across response-to-intervention (RTI) approaches. There is currently insufficient research on outcomes associated with these different RTI approaches to inform decision-making. However, school psychologists who are asked to work within an RTI model need guidance to select an approach that has a high likelihood of…
Descriptors: Student Needs, Problem Solving, Kindergarten, Reading Difficulties
