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|WWC IRM619||Peer-Assisted Learning Strategies
Peer-Assisted Learning Strategies is a peer-tutoring program for grades K–6 that aims to improve student proficiency in math and other disciplines. The program supplements regular math instruction by having students work in pairs or small groups, coaching one another, practicing math concepts, and providing encouragement and feedback to their peers. After reviewing 13 studies that examined the effects of Peer-Assisted Learning Strategies on the math performance of elementary school students, the WWC found that one meets WWC evidence standards without reservations. The one study is a randomized controlled trial that included 328 first-grade students in five elementary schools in the southeastern United States. Based on the evidence reported in this study, the WWC found that the program has no discernible effects on mathematics achievement for elementary school students.
|WWC IRSNPAL12||Peer-Assisted Learning Strategies
PALS is a peer-tutoring program designed to supplement existing reading and math curricula. Students work in pairs to perform a set of structured activities, coaching and correcting one another as they work through problems, and each taking turns as the tutor. The WWC reviewed 46 studies that investigated the effects of PALS on students with learning disabilities. Two studies are randomized controlled trials that meet WWC evidence standards without reservations, and one study is a randomized controlled trial that meets WWC evidence standards with reservations. Based on these three studies, the WWC found PALS to have potentially positive effects on reading fluency and reading comprehension and no discernible effects on mathematics for students with learning disabilities.
|WWC TRLPA12||Peer-Assisted Learning Strategies
The WWC's report on PALS has been updated to include reviews of 34 studies that have been reviewed since 2007. PALS are peer-tutoring programs that supplement the primary reading curriculum for students in kindergarten through sixth grade. Students in PALS classrooms work in pairs on reading activities intended to improve reading accuracy, fluency, and comprehension. The WWC reviewed a total of 45 studies that investigated the effects of PALS on beginning readers. Two studies are randomized controlled trials that meet WWC evidence standards, and one study is a randomized controlled trial that meets WWC evidence standards with reservations. These three studies included 3,130 beginning readers in kindergarten and first grade in four states. Based on these studies, the WWC found PALS to have potentially positive effects on alphabetics, no discernible effects on fluency, and mixed effects on comprehension for beginning readers.
|WWC IRLPA12||Peer-Assisted Learning Strategies
Peer-Assisted Learning Strategies was found to have potentially positive effects on comprehension for adolescent learners.
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