Utilizing Peer Assisted Learning Strategies (PALS)

To Increase Reading

ComprehensionPresenter: Doreen Nieves

Abstract Elements of PALS Research-based intervention Effective in inclusive settings Coach-tutee relationship Complements literacy curriculum Highly adaptable Enhances following skills:

Word Recognition Decoding Skills Reading Fluency

Participants Classroom Setting: 8:1:1

Ages: 7 - 9

Cognitive Abilities: Prekindergarten - 1st Grade

Identified Disabilities: MD, ID, SLI, Hydrocephalus, Autism Spectrum

Specific Individualized Education Plan (IEP) Goals: answer “wh” questions increase positive peer social

interactionsincrease reading comprehension

Reading Levels: Fountas & Pinnell A, B, D

Reading Struggles: fluency, comprehension, text-to-self connections

Studies PALS for students

at-risk of LD

KPALS for students with LD

PALS for ELL and LD students

Authors Mathes, Grek, Howard, Babyak, Allen

Rafdal, McMaster, Fuchs McConnell, Fuchs

Saenz, Fuchs, Fuchs

Hypothesis Increase reading fluency for students with LD risk

Increase reading fluency for students with LD.

Increase fluency comprehension for ELL.

Participants Three 1st grade students with special education

referrals for LD.

89 students with IEPs from 47 classrooms

132 ELL students - 24 LD, 36: low, average, and high achieving

Method Phoneme-segmenting word read correctly per

minute. Bi-monthly progress monitoring

Amount of correct sounds per minute

Reading MAZE and appropriate reading

passages

Results All students increased in reading fluency to match their average-achieving or high-achieving peers.

All students showed an increase in alphabetic and decoding skills.

Increased reading comprehension by 1 SD.

All students increased reading fluency.

PALS Implementation

Lesson

Topic Cycle Day

Time

1 Peer collaboration (group) 5 30 min

2 Reading comprehension (group) 1,2,3,4,5,6

30 min

3 New sight words (group) 6 30 min

4 Letter-sound correspondence (group) 1, 2, 3, 4, 5

15 min

5 Sight word practice 1, 2, 3, 4, 5

15 min

6 Word families, letter sounds 1, 2, 3, 4, 5

15 min

7 Buddy skill practice 1, 3, 5 15 min

8 Buddy reading 1, 3, 5 15 min

Behavioral Portion: “classroom stars” and “caught being good stickers”

Data CollectionWhen Where Who What Scores

After lessons 4 and 8

Classroom: Guided Reading

Teacher Running Record, Comprehension Questions

Accuracy

Comprehension

Correct-- OmissionR Repeat^ InsertionT ToldSC Self-Correct

Student's Reading Comprehension Progress

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D.R. A.C. A.R.

Students' Reading Fluency Progress

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Pre

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D.R. A.C. A.R.

Limitations Next Steps Lessons Learned

1. Student medical issues

2. Unaccommodating accommodations (adults, peers)

3. Limited time frame for implementation

1. Increase Fountas & Pinnell guided reading levels.

2. Generalize skills learned from PALS.

3. Expand abilities to make connections (text, world, self) to text.

1. Peers are a beneficial tool for students.

2. Peer collaboration is a learned skill.

3. Peer collaboration is essential for all students.

Conclusion1. 2 out of 3 students significantly increased reading

fluency.2. 2 out of 3 students significantly increased reading

comprehension.3. PALS was successful in at least one skill area for each

student.