Research on peer-assisted learning strategies: The promise and limitations of peer-mediated instruction

Reading and Writing Quarterly

Volumn 22, Issue 1, 2006, Pages 5-25

  McMaster, Kristen L ^a   Fuchs, Douglas ^b   Fuchs, Lynn S ^b  

^a UNIVERSITY OF MINNESOTA   (United States)

^b VANDERBILT UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33746114489     PISSN: 10573569     EISSN: 15210693     Source Type: Journal    
DOI: 10.1080/10573560500203491     Document Type: Article

References (50)

1. Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: The MIT Press.
2. Al Otaiba, S. & Fuchs, D. (2002). Characteristics of children who are unresponsive to early literacy intervention: A review of the literature. Remedial and Special Education, 23, 300-315.
3. Ball, E. W. & Blachman, B. A. (1991). Does phoneme awareness training in kindergarten make a difference in early word recognition and developmental spelling? Reading Research Quarterly, 26, 49-66.
4. Blachman, B. A., Ball, E., Black, R., & Tangel, D. (1994). Kindergarten teachers develop phoneme awareness in low-income, inner-city classrooms: Does it make a difference? Reading and Writing: An Interdisciplinary Journal, 6, 1-17.
5. Blachman, B. A., Tangel, D. M., Ball, E. W., Black, R., & McGraw, C. K. (1999). Developing phonological awareness and word recognition skills: A two-year intervention with low-income, inner-city children. Reading and Writing: An Interdisciplinary Journal, 11, 239-273.
6. Byrne, B. & Fielding-Barnsley, R. (1991). Evaluation of a program to teach phonemic awareness to young children. Journal of Educational Psychology, 85, 104-111.
7. Delquadri, J., Greenwood, C. R., Whorton, D., Carta, J. J., & Hall, R. V. (1986). Classwide peer tutoring. Exceptional Children, 52, 535-542.
8. Deno, S. L. (1985). Curriculum-based measurement: The emerging alternative. Exceptional Children, 52, 219-232.
9. Engelmann, S. & Carnine, D. (1982). Corrective mathematics program. Chicago: Science Research & Associates.
10. Fantuzzo, J. W., King, J. A., & Heller, L. R. (1992). Effects of reciprocal peer tutoring on mathematics and school adjustment: A component analysis. Journal of Educational Psychology, 84, 331-339.
11. Fuchs, D. & Fuchs, L. S. (1998). Researchers and teachers working closely together to adapt instruction for diverse learners. Learning Disability Research and Practice, 13, 126-137.
12. Fuchs, D., Fuchs, L. S., & Burish, P. (2000). Peer-Assisted Learning Strategies: An empirically-supported practice to promote reading achievement. Learning Disabilities Research and Practice, 15, 85-91.
13. Fuchs, L. S., Fuchs, D., & Hamlett, C. L. (1989). Monitoring reading growth using student recalls: Effects of two teacher feedback systems. Journal of Educational Research, 83, 103-111.
14. Fuchs, L. S., Fuchs, D., & Kazdan, S. (1999). Effects of Peer-Assisted Learning Strategies on high school students with serious reading problems. Remedial and Special Education, 20, 309-318.
15. Fuchs, D., Fuchs, L. S., Mathes, P. G., & Martinez, E. (2002a). Preliminary evidence on the social standing of students with learning disabilities in PALS and No-PALS classrooms. Learning Disabilities Research and Practice, 17(4), 205-215.
16. Fuchs, D., Fuchs, L. S., Mathes, P. G., & Simmons, D. C. (1997). Peer-assisted learning strategies: Making classrooms more responsive to diversity. American Educational Research Journal, 34, 174-206.
17. Fuchs, D., Fuchs, L. S., Thompson, A., Al Otaiba, S., Yen, L., Yang, N., Braun, M., & O’Connor, R. (2001a). Is reading important in reading-readiness programs? A randomized field trial with teachers as program implementers. Journal of Educational Psychology, 93, 251-267.
18. Fuchs, D., Fuchs, L. S., Thompson, A., Al Otaiba, S., Yen, L., Yang, N., Braun, M., & O’Connor, R. (2002b). Exploring the importance of reading programs for kindergartners with disabilities in mainstream classrooms. Exceptional Children, 68, 295-311.
19. Fuchs, D., Fuchs, L. S., Thompson, A., Svenson, E., Yen, L., Al Otaiba, S., Yang, N., McMaster, K. N., Prentice, K., Kazdan, S., & Saenz, L. (2001b). Peer-assisted learning strategies in reading: Extensions for kindergarten, first grade, and high school. Remedial and Special Education, 22, 15-21.
20. Good, T. L. & Brophy, J. E. (1994). Looking in classrooms. 6th ed. New York: HarperCollins College Publishers.
21. Graham, S., Harris, K. R., MacArthur, C. A., & Schwartz, S. (1991). Writing and writing instruction for students with learning disabilities: Review of a research program. Learning Disability Quarterly, 19, 2-89.
22. Greenwood, C. R., Delquadri, J. C., & Hall, R. V. (1989). Longitudinal effects of classwide peer tutoring. Journal of Educational Psychology, 81, 371-383.
23. Hatcher, P. J., Hulme, C., & Ellis, A. W. (1994). Ameliorating early reading failure by integrating the teaching of reading and phonological skills: The phonological linkage hypothesis. Child Development, 65, 41-57.
24. Jenkins, J. R., Heliotis, J. D., Stein, M. L., & Haynes, M. C. (1987). Improving reading comprehension by using paragraph restatements. Exceptional Children, 54, 54-59.
25. Juel, C. (1988). Learning to read and write: A longitudinal study of fifty-four children from first through fourth grade. Journal of Educational Psychology, 80, 437-447.
26. LaBerge, D. & Samuels, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 2, 293-323.
27. Maheady, L. & Harper, G. (1987). A classwide peer tutoring program to improve the spelling test performance of low-income, third- and fourth-grade students. Education and Treatment of Children, 10, 120-133.
28. Maheady, L., Harper, G. F., & Sacca, M. K. (1988). Peer-mediated instruction: A promising approach to meeting the diverse needs of LD adolescents. Learning Disability Quarterly, 11, 108-113.
29. Marsh, L. G. & Cooke, N. L. (1996). The effects of using manipulative in teaching math problem solving to students with learning disabilities. Learning Disabilities Research and Practice, 11, 58-65.
30. Marston, D., Muyskens, P., Lau, M., & Canter, H. (2003). Problem Solving Model for decision-making with high-incidence disabilities: The Minneapolis experience. Learning Disabilities Research and Practice, 18(3), 187-200.
31. Mastropieri, M. A. & Scruggs, T. E. (1997). Best practices in promoting reading comprehension in students with learning disabilities: 1976-1996. Remedial and Special Education, 18, 89-98.
32. Mathes, P. M., Howard, J. K., Allen, S. H., & Fuchs, D. (1998). Peer-assisted learning strategies for first-grade readers: Responding to the needs of diversity. Reading Research Quarterly, 31, 268-289.
33. McMaster, K. L., Fuchs, D., Fuchs, L. S., & Compton, D. L. (2005). Responding to nonresponders: An experimental field trial of identification and intervention methods. Exceptional Children, 71(14), 445-463.
34. National Reading Panel. (2000). Teaching students to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Bethesda, MD: National Institutes of Health, National Institute of Child Health and Human Development.
35. O’Connor, R. E., Notari-Syverson, A., & Vadasy, P. F. (1996). Ladders to literacy: The effects of teacher-led phonological activities for kindergarten children with and without disabilities. Exceptional Children, 63, 117-130.
36. Palincsar, A. M. & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 2, 117-175.
37. Pearson, P. D. & Johnson, D. D. (1978). Teaching reading comprehension. New York: Holt, Rinehart, & Winston.
38. Peterson, S. K., Mercer, C. D., & O’Shea, L. (1988). Teaching learning disabled students place value using the concrete to abstract sequence. Learning Disabilities Research, 4, 52-56.
39. Peterson, S. K., Mercer, C. D., & O’Shea, L. President’s Commission on Excellence in Special Education. A new era: Revitalizing special education for children and their families. July 1, 2002. Available at http://www.ed.gov/inits/commissionsboards/whspecialeducation/index.html. Accessed December 1, 2002.
40. Schreiber, P. A. (1987). Prosody and structure in children’s syntactic processing. In R. Horowitz & S. J. Samuels (Eds.), Comprehending oral and written language (pp. 243-270). New York: Academic Press.
41. Simmons, D. C., Fuchs, D., Fuchs, L. S., Hodge, J. P., & Mathes, P. G. (1994). Importance of instructional complexity and role reciprocity to classwide peer tutoring. Learning Disabilities Research and Practice, 9, 203-212.
42. Slavin, R. E., Madden, N. A., & Leavey, M. (1984). Effects of team assisted individualization on the mathematics achievement of academically handicapped and non-handicapped students. Journal of Educational Psychology, 76, 813-819.
43. Stanovich, K. E. (1980). Toward an interactive-compensatory model of individual differences in the development of reading fluency. Reading Research Quarterly, 16, 32-71.
44. Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (1997). Prevention and remediation of severe reading disabilities: Keeping the end in mind. Scientific Studies of Reading, 1, 217-234.
45. U.S. Department of Education. (1997). Nineteenth annual report to Congress on the implementation of the Individuals with Disabilities Act. Washington, D.C.: Author.
46. U.S. Department of Education. (2002, February). Reading first. Available at: http://www.ed.gov/offices/OESE/readingfirst/index.html. Accessed March 13, 2002.
47. Vaughn, S., Gersten, R., & Chard, D. J. (2000). The underlying message in LD intervention research: Findings from research syntheses. Exceptional Children, 67, 99-114.
48. Vaughn, S. & Schumm, J. S. (1995). Responsible inclusion for students with learning disabilities. Journal of Learning Disabilities, 28, 264-270, 290.
49. Vellutino, F. R., Scanlon, D. M., Sipay, E. R., Small, S., Chen, R., Pratt, A., Denckla, M. B. (1996). Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability. Journal of Educational Psychology, 88, 601-638.
50. Yell, M. L. & Shriner, J. G. (1997). The IDEA amendments of 1997: Implications for special and general education teachers, administrators, and teacher trainer. Focus on Exceptional Children, 30, 1-19.