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What is it?
Peer Assisted Learning Strategies (PALS) is a reciprocal class-wide
peer-tutoring strategy that has different versions to suit the needs
and levels of different age groups. It normally lasts 25-35 minutes
for three or four times a week and includes either math or reading
activities.
A child that requires help in a certain area (the tutee) is paired up
with a child that the teacher believes is appropriate to help the other
child learn those skills (the tutor).
The tutor and tutees are changed frequently, this way, the students
can get help on a variety of skills and all the students have the chance
to be the tutor and the tutee.
There are many different types of activities that can be used during
PALS. For PALS for reading, the activities include Partner Reading
with Story Retell, Paragraph Shrinking and Prediction Relay. For
PALS for math, students work through math problems through
coaching and practice.
It was proven that students with learning disabilities make greater
progress in PALS classrooms than their counterparts in a general
education classroom that does not use PALS as a learning strategy.
WHO is it for?
PALS has been proven to
enhance the learning of
children
with
learning
disabilities
(LD)
and
emotional/behavioral
disorders (EBD). It is also
proven to work just as well
for minorities from a variety
of backgrounds. It can run
from kindergarten (KPALS)
through 6th grade and for 9th
grade through 12th grade.
Math PALS is available from
kindergarten through to 6th
grade. Further research is
needed
to
determine
whether PALS is beneficial
for children with other type
of disabilities.
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References
Fuchs, D., Fuchs, L. S., Mathes, P. G., &
Martinez, E. A. (2002). Preliminary
Evidence on the Social Standing of Students
with Learning Disabilities in PALS and NoPALS Classrooms. Learning Disabilities
Research and Practice Learning Disabil Res
Pract, 17(4), 205-215.
Rafdal, B. H., Mcmaster, K. L., Mcconnell,
S. R., Fuchs, D., & Fuchs, L. S. (2011). The
Effectiveness of Kindergarten Peer-Assisted
Learning Strategies for Students with
Disabilities. Exceptional Children, 77(3),
299-316.
Saenz, L. M., Fuchs, L. S., & Fuchs, D.
(2005). Peer-Assisted Learning Strategies for
English Language Learners with Learning
Disabilities. Exceptional Children, 71(3),
231-247.
Implementation
PALS Partner Reading with Story Retell step-bystep directions
struggling with.
Examples:
*Instead of sticky labels teachers can
use slips to keep track of their students.
*There are also Apps that work for really
well for going digital with your notes. Teachers can include pictures of student work and digital recordings of
them reading to listen to progression.
References:
Bates, C. C. (2013). How Do "Wii" Know: Anecdotal Records Go Digital.
Reading Teacher, 67(1), 25-29.
Boyd-Batstone, P. (2004). Focused Anecdotal Records Assessment: A Tool for Standards-Based,
Authentic Assessment. Reading Teacher, 58(3), 230-239.
McFarland, L. (2008). Anecdotal Records: Valuable Tools for Assessing Young Children's
Development. Dimensions Of Early Childhood, 36(1), 31-36,.