The Effectiveness of Kindergarten Peer-Assisted Learning Strategies for Students with Disabilities

Autor/inn/en	Rafdal, Brooke H.; McMaster, Kristen L.; McConnell, Scott R.; Fuchs, Douglas; Fuchs, Lynn S.
Titel	The Effectiveness of Kindergarten Peer-Assisted Learning Strategies for Students with Disabilities
Quelle	In: Exceptional Children, 77 (2011) 3, S.299-316 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
Schlagwörter	Individualized Education Programs; Oral Reading; Beginning Reading; Learning Strategies; Disabilities; Multivariate Analysis; Kindergarten; Reading Skills; Peer Teaching; Teaching Methods; Regular and Special Education Relationship; Comparative Analysis; Program Effectiveness; At Risk Students; Early Intervention; Response to Intervention; Racial Differences; Gender Differences; Socioeconomic Status; Phonemic Awareness; Alphabets; Pretests Posttests; Faculty Development; Workshops; Spelling; Reading Fluency; Word Recognition; Minnesota + Suchen Sie Ihr Suchwort? Individualized education program; Individualisierendes Lernen; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Erstleseunterricht; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Handicap; Behinderung; Multivariate Analyse; Reading skill; Lesefertigkeit; Peer group teaching; Peer Group Teaching; Teaching method; Lehrmethode; Unterrichtsmethode; Rassenunterschied; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status; Buchstabenschrift; Lernwerkstatt; Schulung; Schreibweise; Worterkennung
Abstract	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. (Contains 5 tables.) (As Provided).
Anmerkungen	Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10