Program Description
Peer-Assisted Learning Strategies, or PALS, is a technique in which children work in pairs, taking turns as teacher and learner, to learn a structured sequence of literacy skills, such as phonemic awareness, phonics, sound blending, passage reading, and story retelling. Children use a simple error correction strategy with each other, under guidance of a teacher.
Program Outcomes
Three qualifying studies have evaluated PALS in first grade. Two of the three found significant positive effects on Woodcock scales which qualified PALS for the ESSA “Strong” category, and for the “Solid Outcomes Rating” (at least two studies with effect sizes of at least +0.20).
Staffing Requirements
No additional classroom staff needed, but on-site coaches needed.
Professional Development/Training
Tutoring is provided through AIR. Visit the Fuchs Tutoring Training Request page to sign-up. You will need to indicate the type of training (e.,g., reading or math), the grade level requested, the number of people to be trained, and your location. You will be contacted by a trainer and can negotiate dates. More information about training can be found here.
Technology
None needed.
Implementation Notes
In one study (Mathes & Babyak, 2001), teacher survey responses indicated generally favorable impressions of PALS, with high mean ratings for (a) Sounds and Words (b) Pretend Read (c) Partner Read-Aloud, (d) Retell, (e) reading achievement gains, (f) social skills improvement, (g) overall value, and (h) wanting to use the program again. Teachers were least favorable about some components of the program’s team-based structure, such as announcing the winning team and the point structure. Students positively rated their experience and felt it helped them become better readers. Similarly, in a second study (Mathes et al., 2001), both teachers and students conveyed mostly positive impressions of the program and its impacts on reading.