Peer-assisted learning strategies: Promoting word recognition, fluency, and reading comprehension in young children

Description:

An analysis comparing Peer-Assisted Learning Strategies (PALS) and conventional (non-PALS) instruction in promoting word recognition, fluency, and reading comprehension in young children, specifically in kindergarten and 1st grade

Resource Type:

Reports & Papers

Author(s):

Fuchs Douglas; Fuchs Lynn S.

Publisher(s):

Pro-Ed (Firm)

Funder(s):

National Institute of Child Health and Human Development (U.S.); Special Education Programs (U.S.)

Country:

United States

State(s)/Territories/Tribal Nation(s):

Tennessee

Date Issued:

2005

Source:

The Journal of Special Education, 39(1), 34-44

Journal Title:

The Journal of Special Education

Volume Number:

Issue Number:

Page Range:

34-44

Topics:

6. Programs, Interventions & Curricula

1. Children & Child Development > 1.2. Child Development & School Readiness > 1.2.6. Early Literacy

ISSN:

1538-4764

Online

0022-4669

Paper

Peer Reviewed:

Yes

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