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Using Strategy Instruction to Help Struggling High Schoolers Understand What They Read. Issues and Answers. Rel 2007-No. 038
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Apthorp, Helen; Clark, Tedra – Regional Educational Laboratory Central, 2007
The evidence indicates that peer-assisted learning can have a substantively important positive effect on struggling high school students' reading comprehension. Reservations remain about attributing improved comprehension to peer-assisted learning because the students were not randomly assigned to the intervention in the one study that met…
Descriptors: Reading Comprehension, Disabilities, Intentional Learning, Secondary School Teachers