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

Research output: Contribution to journalArticle

6 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 languageEnglish (US)
Pages (from-to)299-316
Number of pages18
JournalExceptional children
Volume77
Issue number3
DOIs
StatePublished - Mar 1 2011

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