This study examined the efficacy of peer tutoring, specifically Peer Assisted Learning Strategies (PALS), as supplemental instruction for middle school students with reading difficulties. A multiple baseline across individuals design was used to demonstrate changes in oral reading fluency and reading comprehension. The results of this study suggest that students who participated in PALS did not substantially increase reading fluency or comprehension when analyzed on the basis of non-overlapping data points. Nonetheless, two of the three underperforming students improved their reading skills such that they were no longer in the at-risk range by the end of the study. The third lower-performing student did make important gains over the course of the study. Notably, the lower-performing participants perceived themselves as having made gains in reading and they attributed these gains to working with a partner. The limitations and implications of future research are discussed.
|Commitee:||Bickford, Rebekah, Goss, C. Lee|
|School:||University of Southern Maine|
|Department:||College of Education and Human Development|
|School Location:||United States -- Maine|
|Source:||DAI-A 75/12(E), Dissertation Abstracts International|
|Subjects:||Educational evaluation, Middle School education, Educational psychology, Literacy, Reading instruction|
|Keywords:||Middle school, Peer assisted learning strategies, Peer tutoring, Reading comprehension, Reading fluency, Secondary|
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