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References
Met WWC evidence standards
Fuchs, L. S., Fuchs, D., Kazdan, S., & Allen, S. (1999). Effects of peer-assisted learning strategies in reading with and without training in elaborated help giving. The Elementary School Journal, 99 (3), 201–219.
Mathes, P. G., & Babyak, A. E. (2001). The effects of peerassisted literacy strategies for first-grade readers with and without additional mini-skills lessons. Learning Disabilities Research & Practice, 16 (1), 28–44.
Mathes, P. G., Howard, J. K., Allen, S. H., & Fuchs, D. (1998). Peer-assisted learning strategies for first-grade readers: Responding to the needs of diverse learners. Reading Research Quarterly, 33 (1), 62–94.
Mathes, P. G., Torgesen, J. K., Clancy-Menchetti, J., Santi, K., Nicholas, K., Robinson, C., et al. (2003). A comparison of teacher-directed versus peer-assisted instruction to struggling first-grade readers. The Elementary School Journal, 103 (5), 459–479.
Did not meet WWC evidence screens
Bergeron, J. (1998). A comparison of classwide cross-age and same-age peer tutoring for second-grade students at risk for reading failure. Dissertation Abstracts International, 59 (09), 3390A. (UMI No. 9905010)11
Fuchs, D., Fuchs, L. S., Mathes, P. G., & Simmons, D. (1997). Peer-assisted learning strategies: Making classrooms more responsive to diversity. American Educational Research Journal, 34 (1), 174–206. 12
Fuchs, L. S., Fuchs, D., & Kazdan, S. (1999). Effects of peer-assisted learning strategies on high school students with serious reading problems. Remedial and Special Education, 20 (5), 309–318. 13
Hudson, K. G. (2004). The effects of Peer-Assisted Learning Strategies on the reading achievement of elementary students with and without decoding weaknesses. Dissertation Abstracts International, 65 (10), 3754A. (UMI No. 3149163)13
Pearson, J. J. M. (2004). The effect of peer-assisted literacy strategies on the social standing of first-grade readers. Dissertation Abstracts International, 65 (02), 412A. (UMI No. 3122359)14
Sáenz, L. M., Fuchs, L. S., & Fuchs, D. (2005). Peer-Assisted Learning Strategies for English language learners with learning disabilities. Exceptional Children, 71 (3), 231–247. 12
Wehby, J. H., Falk, K. B., Barton-Arwood, S., Lane, K. L., & Cooley, C. (2003). The impact of comprehensive reading instruction on the academic and social behavior of students with emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 11 (4), 225. 15
Disposition Pending
Falk, K. B., & Wehby, J. H. (2001). The effects of peer-assisted learning strategies on the beginning reading skills of young children with emotional or behavioral disorders. Behavioral Disorders, 26 (4), 344–359. 16
12 The sample is not appropriate for this review: the parameters for this WWC review specified that students should be in grades kindergarten through 3; this study did not disaggregate students in the eligible range from those outside the range.
13 The sample is not appropriate to this review: the parameters for this WWC review specified that students should be in grades kindergarten through 3 at the time of the intervention; this study did not focus on the targeted grades.
14 The outcome measures are not relevant to this review: the parameters for this WWC review specified student outcome measures, but this study did not focus on students.
15 Confound: this study included PALS but combined it with another intervention, so the analysis could not separate the effects of the intervention from other factors.
16 The disposition is pending development of WWC evidence standards for single subject designs.
