WWC Summary of Evidence for this Intervention
Peer-Assisted Learning Strategies
Peer-Assisted Learning Strategies is a peer-tutoring program for grades K–6 that aims to improve student proficiency in several disciplines. During the 30-35 minute peer-tutoring sessions, students take turns acting at the tutor, coaching and correcting one another as they work through problems. The designation of tutoring pairs and skill assignment is based on teacher judgement of student needs and abilities, and teachers reassign tutoring pairs regularly.
May 2012
As of May 2012, no studies of Peer-Assisted Learning Strategies were found that fell within the
scope of the Beginning Reading review protocol and met WWC evidence standards.
Therefore, the WWC is unable to draw any research based conclusions
about the effectiveness or ineffectiveness of Peer-Assisted Learning Strategies to improve outcomes in this area.
January 2012
As of January 2012, no studies of Peer-Assisted Learning Strategies were found that fell within the
scope of the Adolescent Literacy review protocol and met WWC evidence standards.
Therefore, the WWC is unable to draw any research based conclusions
about the effectiveness or ineffectiveness of Peer-Assisted Learning Strategies to improve outcomes in this area.
September 2010
As of September 2010, no studies of Peer-Assisted Learning Strategies were found that fell within the
scope of the English Language Learners review protocol and met WWC evidence standards.
Therefore, the WWC is unable to draw any research based conclusions
about the effectiveness or ineffectiveness of Peer-Assisted Learning Strategies to improve outcomes in this area.
June 2012
As of June 2012, no studies of Peer-Assisted Learning Strategies were found that fell within the
scope of the Students with a Specific Learning Disability review protocol and met WWC evidence standards.
Therefore, the WWC is unable to draw any research based conclusions
about the effectiveness or ineffectiveness of Peer-Assisted Learning Strategies to improve outcomes in this area.
A group of closely related outcomes.
The number of studies that met WWC design standards and provide evidence of effectiveness. Selecting an item below will display all studies that met WWC design studies in the domain. Selecting a study citation will take you to more information on that study and its findings.
For more, please see the WWC Glossary entry for study rating.
Grades of the students examined in the studies that met WWC design standards, which may not reflect the full range of grades for which the intervention may be used.
The number of students included in the studies that met WWC design standards.
The sample size for the studies that met WWC design standards.
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
The indicator represents the highest level of similarity found between your students and each of the high-quality studies of the intervention. Three filled in ovals indicates that at least one study that met standards was conducted on students very similar to yours. Clicking on the indicator for a study will provide information on the similarity for each of the characteristics you selected.
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