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Peer reviewed Peer reviewed
ERIC Number: EJ632626
Record Type: Journal
Publication Date: 2001
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0198-7429
EISSN: N/A
Available Date: N/A
The Effects of Peer-Assisted Learning Strategies on the Beginning Reading Skills of Young Children with Emotional or Behavioral Disorders.
Falk, Katherine B.; Wehby, Joseph H.
Behavioral Disorders, v26 n4 p344-59 Aug 2001
A study examined the effectiveness of the Kindergarten Peer-Assisted Learning Strategies (K-PALS) in increasing the beginning reading skills of six kindergartners identified as having emotional or behavioral disorders. The peer tutoring phase of K-PALS led to increases in student scores on letter-sound correspondence and blending probes. (Contains references.) (Author/CR)
Descriptors: Beginning Reading, Behavior Disorders, Cooperative Learning, Emotional Disturbances, Kindergarten, Kindergarten Children, Peer Teaching, Phoneme Grapheme Correspondence, Program Effectiveness, Reading Instruction, Reading Strategies
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards
Author Affiliations: N/A