Utilizing Peer Assisted Learning Strategies (PALS) To Increase Reading Comprehension Presenter: Doreen Nieves.

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Presentation transcript:

Utilizing Peer Assisted Learning Strategies (PALS) To Increase Reading Comprehension Presenter: Doreen Nieves

Abstract Elements of PALS Research-based intervention Effective in inclusive settings Coach-tutee relationship Complements literacy curriculum Highly adaptable Enhances following skills: Word Recognition Decoding Skills Reading Fluency

Participants Classroom Setting: 8:1:1 Ages: Cognitive Abilities: Prekindergarten - 1 st Grade Identified Disabilities: MD, ID, SLI, Hydrocephalus, Autism Spectrum Specific Individualized Education Plan (IEP) Goals: answer “wh” questions increase positive peer social interactions increase reading comprehension Reading Levels: Fountas & Pinnell A, B, D Reading Struggles: fluency, comprehension, text-to-self connections

Studies PALS for students at-risk of LD KPALS for students with LD PALS for ELL and LD students Authors Mathes, Grek, Howard, Babyak, Allen Rafdal, McMaster, Fuchs McConnell, Fuchs Saenz, Fuchs, Fuchs Hypothesis Increase reading fluency for students with LD risk Increase reading fluency for students with LD. Increase fluency comprehension for ELL. Participants Three 1 st grade students with special education referrals for LD. 89 students with IEPs from 47 classrooms 132 ELL students - 24 LD, 36: low, average, and high achieving Method Phoneme-segmenting word read correctly per minute. Bi-monthly progress monitoring Amount of correct sounds per minute Reading MAZE and appropriate reading passages Results All students increased in reading fluency to match their average-achieving or high-achieving peers. All students showed an increase in alphabetic and decoding skills. Increased reading comprehension by 1 SD. All students increased reading fluency.

PALS Implementation LessonTopicCycle DayTime 1Peer collaboration (group)530 min 2Reading comprehension (group)1,2,3,4,5,630 min 3New sight words (group)630 min 4Letter-sound correspondence (group)1, 2, 3, 4, 515 min 5Sight word practice1, 2, 3, 4, 515 min 6Word families, letter sounds1, 2, 3, 4, 515 min 7Buddy skill practice1, 3, 515 min 8Buddy reading1, 3, 515 min Behavioral Portion: “classroom stars” and “caught being good stickers”

Data Collection WhenWhereWhoWhatScores After lessons 4 and 8 Classroom: Guided Reading TeacherRunning Record, Comprehension Questions Accuracy Comprehension Correct -- Omission R Repeat ^ Insertion T Told SC Self-Correct

LimitationsNext StepsLessons Learned 1.Student medical issues 2.Unaccommodating accommodations (adults, peers) 3.Limited time frame for implementation 1.Increase Fountas & Pinnell guided reading levels. 2.Generalize skills learned from PALS. 3.Expand abilities to make connections (text, world, self) to text. 1.Peers are a beneficial tool for students. 2.Peer collaboration is a learned skill. 3.Peer collaboration is essential for all students. Conclusion 1.2 out of 3 students significantly increased reading fluency. 2.2 out of 3 students significantly increased reading comprehension. 3.PALS was successful in at least one skill area for each student.