The Effects of Peer-Assisted Literacy Strategies for First-Grade Readers with and without Additional Mini-Skills Lessons.

Mathes, Patricia G.; Babyak, Allison E.

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Peer reviewed

ERIC Number: EJ630956

Record Type: Journal

Publication Date: 2001

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0938-8982

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The Effects of Peer-Assisted Literacy Strategies for First-Grade Readers with and without Additional Mini-Skills Lessons.

Mathes, Patricia G.; Babyak, Allison E.

Learning Disabilities: Research & Practice, v16 n1 p28-44 Feb 2001

A study involving 28 teachers found Peer-Assisted Literacy Strategies (PALS) enhanced reading performance of first-grade students, although not equally for all learner types. Students who were low-achieving who participated in both PALS and teacher-directed small-group mini-lessons benefited more greatly than students who participated only in PALS. (Contains references.) (CR)

Descriptors: Beginning Reading, Cooperative Learning, Elementary Education, Learning Disabilities, Peer Teaching, 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: Meets Evidence Standards with Reservations

WWC Study Page: http://ies.ed.gov/ncee/wwc/study/70937

Author Affiliations: N/A