Peer-assisted learning strategies (PALS) is a peer-tutoring program developed to increase students' active engagement with reading material, and has been shown to increase reading fluency and comprehension for all types of students. Previous studies have found positive effects for PALS with English Language Learners (ELLs) in bilingual classrooms, but to date, no research has been conducted with ELLs in monolingual English classrooms. An alternating treatments design was used to examine the immediate effects of a short-term PALS-based peer-tutoring program on the reading fluency and comprehension of 3 third and fourth grade ELLs enrolled in monolingual classrooms, who were paired with native English-speaking students. Results suggest that on average, reading fluency and reading comprehension scores were improved when students participated in PALS sessions. Limitations and directions for future research are discussed.First, second, and third grade level DIBELS benchmark passage sets were administered because teachers reported that students were reading below grade level. Each grade level benchmark set consisted of 3 passages at the specified gradeanbsp;...
|Title||:||Testing the Immediate Effects on the Reading Fluency and Comprehension of a Peer-assisted Learning Strategies-based Peer-tutoring Program for English Language Learners|
|Publisher||:||ProQuest - 2008|