The effectiveness of kindergarten peer-assisted learning strategies for students with disabilities

• Autores: Brooke H. Rafdal, Kristen L. McMaster, Scott R. McConnell, Douglas Fuchs, Lynn S. Fuchs
• Localización: Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 77, Nº. 3, 2011, págs. 299-316
• Idioma: inglés
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• Resumen

  • 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.