Peer-Assisted Learning Strategies in Reading: Extensions for Kindergarten, First Grade, and High School
Abstract
The purpose of this article is to describe downward and upward extensions of Peer-Assisted Learning Strategies (PALS) in reading, which was originally developed for Grades 2-6. Extensions have occurred for kindergarten, first grade, and high school. We begin by describing our rationale for the development of PALS. Then we provide an overview of the Grades 2-6 PALS program and illustrate why additional PALS activities were required to address younger and older students' developmental needs. Finally, we describe the PALS extensions.
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Positive engagement with peers supports early reading and mathematics outcomes.
“to support key outcomes such as early reading and mathematics (Bryan & Bryan 1991, Coolahan et al. 2000, Fuchs et al. 2001).”
From School Readiness and Self-Regulation: A Developmental Psychobiological Approach (2015) · cites this paper as Fuchs et al. 2001
Positive engagement with peers extends young children's attention and helps them encode and retrieve information.
“a number of studies have found positive engagement with peers to extend children’s attention, to support encoding and retrieval of information”
From School Readiness and Self-Regulation: A Developmental Psychobiological Approach (2015) · cites this paper as Fuchs et al. 2001
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School Readiness and Self-Regulation: A Developmental Psychobiological Approach
Blair, C., & Raver, C. C. (2015) · Annual Review of Psychology · doi:10.1146/annurev-psych-010814-015221 · Cited by 1,240 · see citing works
Förderung selbstregulierten Lernens im schulischen Kontext
Spörer, N., & Glaser, C. (2010) · Zeitschrift für Pädagogische Psychologie · doi:10.1024/1010-0652/a000014 · Cited by 12 · see citing works
- Authors
- Fuchs, D., Fuchs, L. S., Thompson, A., Svenson, E., Yen, L., Al Otaiba, S., Yang, N., Mcmaster, K. N., Prentice, K., Kazdan, S., & Saenz, L.
- Affiliations
- University of Minnesota (US)
- Vanderbilt University (US)
- Emory University (US)
- Department of Special Education at Vanderbilt University
- Rice University (US)
- Corresponding author
- Fuchs, Douglas
- Venue
- Remedial and Special Education
- Publisher
- SAGE Publications
- Published
- 2001-01
- Volume
- 22
- Issue
- 1
- Pages
- 15-21
- ISSN
- 0741-9325 (ISSN-L)
- 1538-4756
- OpenAlex
- W2163546698
- Cited by
- 150
- References
- 0
- Citations by year
- 2026: 1 · 2025: 2 · 2024: 3 · 2023: 8 · 2022: 4 · 2020: 1 · 2019: 2 · 2018: 3 · 2017: 10 · 2016: 9 · 2015: 6 · 2014: 11 · 2013: 5 · 2012: 8
- FWCI
- 6.07
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Remedial and Special Education (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Education › Collaborative Teaching and Inclusion
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Keywords
- peer-assisted learning strategies, reading instruction, cooperative learning, peer tutoring, kindergarten, first grade, high schools, reading difficulties
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