Literaturnachweis - Detailanzeige
| Autor/inn/en | Fuchs, Douglas; Fuchs, Lynn S.; Thompson, Anneke; Svenson, Ebba; Yen, Loulee; Al Otaiba, Stephanie; Yang, Nancy; McMaster, Kristin Nyman; Prentice, Karen; Kazdan, Sarah; Saenz, Laura |
|---|---|
| Titel | Peer-Assisted Learning Strategies in Reading: Extensions for Kindergarten, First Grade, and High School. |
| Quelle | In: Remedial and Special Education, 22 (2001) 1, S.15-21Infoseite zur Zeitschrift |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0741-9325 |
| Schlagwörter | Classroom Techniques; Cooperative Learning; Elementary Secondary Education; Inclusive Schools; Mild Disabilities; Peer Teaching; Reading Instruction; Reading Strategies; Student Needs; Tutoring |
| Abstract | This article describes downward and upward extensions of Peer-Assisted Learning Strategies (PALS) in reading, originally developed for Grades 2-6. Extensions have occurred for kindergarten, first grade, and high school. The rationale for development of PALS and why additional PALS activities were required to address younger and older students are discussed. (Contains references.) (CR) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
