 |
|
| Reading 4 |
Curricular Design
 |
| ||||
|
Fuchs, L.S., Fuchs. D., & Kazdan, S. (1999). Effects of peer-assisted learning strategies on high school students with serious reading problems. Remedial and Special Education, 20, 309-318. Abstracted by Barbara Higgins-Dover In this study the effects of peer-assisted learning strategies (PALS) on students at the secondary, remedial, and special educational levels are examined. The study specifically describes the effects on student literacy development. Several tables are included which describe the participants, method, results of the study, and student responses to the treatment given. The authors also include a discussion of the lessons learned by using this strategy, and some practical implications and conclusions that can be reached. Method: Eighteen special education and remedial reading high school teachers in 10 high schools within one metropolitan district were included as participants in the study. The teachers were assigned to two treatments. The first group of nine teachers implementing PALS in their classrooms, and another nine teachers implementing no peer-mediated reading activities, each with one control class. Table 1 describes the teacher and student demographics. All students in the reading classes were delivered assigned treatments. The participating teachers identified subsets of students, reading at grade levels 2 through 6. Treatment: In this section of the article, a discussion of the amount of time treatment is given, and the situations in which they are given are included. The authors describe the rationale of using PALS in this study, as well as the teacher backgrounds and procedures used to prepare the teachers. Measures: The authors discuss the measures used with this study. The Comprehensive Reading Assessment Battery (CRABS) was used to assess literacy development. The CRAB was administered individually, immediately before and after the16 week treatment. A description of CRABS and its reliability/validity factors are addressed in this section of the article. Results: Table 2 illustrates the CRAB scores by treatment and time, while table 3 illustrates the student responses to the treatment that they were each given in the study using a five point Likert scale. Student literacy development and student beliefs are incorporated toward the end of this reading. Student beliefs: Results indicated no significant difference between PALS and contrast students in terms of their general attitude toward reading. However, student beliefs toward whether they believed they had worked hard toward improving their own reading, were significant. The PALS students indicated that they liked helping other students in general, and that they liked helping other students improve their reading. |
   |