PEER-ASSISTED LEARNING STRATEGIES (PALS)

OVERVIEW

Peer-Assisted Learning Strategies (PALS) is an intervention that utilizes the help of advanced students for assisting in the development of children with greater education needs in the fields of reading and math. In a random assignment study of 12 elementary and middle schools, teachers within each school were assigned to either implement the PALS program during second through six grade reading lessons or to continue using their standard reading teaching strategies. Results indicated that there was a significantly greater increase in reading comprehension from pre- to post-test for students receiving the PALS intervention compared to students in the control group. The study also found that the intervention was effective regardless of whether the student had a reading learning disability, was a below average reader, or was an average reader.

DESCRIPTION OF PROGRAM

Target population: Children in preschool through high school who have difficulties in reading or math.

Peer-Assisted Learning Strategies (PALS) is an intervention that utilizes the help of more advanced students for assisting in the development of children with greater education needs. The program combines peer tutoring with instructional principals and techniques. Specific techniques vary depending on the grade level and domain of focus. Teachers pair students based on skill levels and social compatibility. In each pair, one student serves as the “coach,” while the other is the “player.” Teachers make pairings by ranking all the children in the class on reading capabilities and splitting the list in half. The teacher then pair the two most capable students from each list, the second two most capable, and so on. Pairs are changed frequently so that each student eventually has the opportunity to be both a coach and a player. PALS reading activities include partner reading with retell, paragraph summary, and prediction relay. Partner reading with retell requires coaches and players to read out loud to one another in order to increase oral reading fluency. As one student reads, the other assists the student with word recognition errors. Paragraph summary fosters summarizing and main idea identification skills. Prediction relay requires students to make predictions about what will happen later on in the stories. This technique encourages students to use their summarizing and main idea identification skills to make logical inferences about the stories. There is also a team competition component of PALS, which splits the class into two teams and rewards team points when individuals are successful in their reading exercises. The intervention is typically implemented two to four times per week for 25 to 35 minutes a session, but schedules may vary based on subject matter and grade level.

EVALUATION(S) OF PROGRAM

Fuchs, D. Fuchs, L. S., Mathes, P. G., & Simmons, D. C. (1997). Peer-assisted learning strategies: Making classrooms more responsive to diversity. American Educational Research Journal, 34, 174-206.

Evaluated population: Second through sixth grade reading teachers and their students from 12 elementary and middle schools, stratified based on a combination of student achievement and family income, served as the sample for this evaluation. Twenty teachers in six of the schools were assigned to implement the PALS program, and 20 teachers from the remaining six schools were assigned to the control condition. Each teacher identified three student participants, one from each of the following categories: 1) A student with a certified learning disability in reading, 2) a nondisabled but low performing reading student, and 3) and an average-achieving reader. These, 120 individuals served as the evaluated sample.

Approach: Each of the 22 participating schools were randomly assigned to have all participating teachers implement the PALS program or to be in the control group. The six schools in the control group did not instruct their participating teachers to change their teaching techniques; therefore, these teachers implemented their standard reading lessons.

The entire student sample was assessed for reading comprehension ability prior to implementation of the PALS intervention. In order to assess changes in ability, they were assessed again immediately after the completion of the 15 week treatment.

Results: Results indicated that there was greater increase in reading comprehension from pre- to post-test for student receiving the PALS intervention compared to students in the control group. The study also found that these results were not mediated by student type; therefore, the intervention was effective regardless of whether the student had a reading learning disability, was a below average reader, or was an average reader.

SOURCES FOR MORE INFORMATION

Information on implementing this program can be obtained from:

Loulee Yen

PALS Outreach

Vanderbilt University

Peabody Box 328

230 Appleton Place

Nashville, TN 32703-5701

Phone: (615) 343-4782

E-mail: PALS@vanderbilt.edu

References:

Program categorized in this guide according to the following:

Evaluated participant ages: N/A

Evaluated participant grades: Pre-Kindergarten to Grade 12

Program age ranges in the guide: Early Childhood, Middle Childhood, Adolescence, Youth

Program components: Mentoring/Tutoring, School-Based

Measured outcomes: Education and Cognitive

KEYWORDS: Children (3-11); Adolescents (12-17); Reading; Tutoring; Education; Academic Achievement; Co-ed.

Program information last updated on 12/15/10.

		© Child Trends 2004