The purpose of this study was to examine the impact and effect of PALS among a group of kindergarten and first grade students. Subjects consisted of 20 kindergarten and first grade students who had been identified by the school district as eligible for special education services or at-risk with academic concerns using the Response to Intervention (RTI) model. Assessment tools were used to identify and target intervention needs. The results indicated that PALS was effective as a tier II supplementary intervention for all kindergarten students at-risk and some students with disabilities. PALS was not equally as effective with first grade students.
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 50/04M, Masters Abstracts International|
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