Remedial and special education, 2001-01, Vol.22 (1), p.15-21
2001
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Details
- Autor(en) / Beteiligte
- Titel
- Peer-Assisted Learning Strategies in Reading: Extensions for Kindergarten, First Grade, and High School
- Ist Teil von
- Remedial and special education, 2001-01, Vol.22 (1), p.15-21
- Ort / Verlag
- Thousand Oaks, CA: Sage Publications
- Erscheinungsjahr
- 2001
- Quelle
- Applied Social Sciences Index & Abstracts (ASSIA)
- Beschreibungen/Notizen
- 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.
- Sprache
- Englisch
- Identifikatoren
- ISSN: 0741-9325eISSN: 1538-4756DOI: 10.1177/074193250102200103Titel-ID: cdi_proquest_miscellaneous_85507885
- Format
- –
- Schlagworte
- Classroom Techniques, Classrooms, Collaborative learning, Cooperative Learning, Educational Change, Elementary schools, Elementary Secondary Education, Grade 1, Grade 2, Grade 6, High schools, Illiteracy, Inclusive Schools, Kindergarten, Kindergartens, Learning Activities, Learning disabled students, Learning Strategies, Mild Disabilities, Peer instruction, Peer Teaching, Reading, Reading comprehension, Reading Instruction, Reading Skills, Reading Strategies, Reciprocal Teaching, Student Needs, Students, Teachers, Teaching methods, Tutoring, USA