The effectiveness of kindergarten peer-assisted learning strategies for studentsWith disabilities

Brooke H. Rafdal; Kristen L. McMaster; Scott R. McConnell; Douglas Fuchs; Lynn S. Fuchs

doi:10.1177/001440291107700303

The effectiveness of kindergarten peer-assisted learning strategies for studentsWith disabilities

Brooke H. Rafdal, Kristen L. McMaster, Scott R. McConnell, Douglas Fuchs, Lynn S. Fuchs

Educational Psychology

Research output: Contribution to journal › Article › peer-review

10 Scopus citations

Abstract

This study determined the effectiveness of Kindergarten Peer-Assisted Learning Strategies (K-PALS) for students with disabilities. The researchers randomly assigned 89 kindergartners with individualized education programs (IEPs) from 47 classrooms to control (n = 9); K-PALS Level 1 (teachers received 1-day workshop; n = 19); or K-PALS Level 2 (teachers received workshop plus booster sessions; n = 19). Multivariate analysis of covariance on posttest measures of beginning reading skills indicated that K-PALS students outperformed controls on alphabetic and oral reading measures, but that no reliable between-group differences were attributable to level of support. The researchers also discuss directions for further research and implications for implementing classroom-based reading interventions for students with disabilities.

Original language	English (US)
Pages (from-to)	299-316
Number of pages	18
Journal	Exceptional children
Volume	77
Issue number	3
DOIs	https://doi.org/10.1177/001440291107700303
State	Published - Mar 1 2011

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AU - Fuchs, Douglas

AU - Fuchs, Lynn S.

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The effectiveness of kindergarten peer-assisted learning strategies for studentsWith disabilities

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