Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.
Transcript of PALS Reading
Teachers train students to use the PALS procedures
Designed to be a 25 to 35 minute activity, implemented 2-4 times a week
Groupings are geared to each individual student's needs
Enables teachers to circulate classroom, observe students, providing feedback and remedial lessons where necessary How To Incorporate PALS Reading Into The Classroom Students are grouped according to a pre-assessment ranking conducted by the teacher based on reading competency PALS Reading benefits a wide variety of students
PALS Reading helps increase reading fluency & comprehension for:
students with learning disabilities
average-achieving students Fuchs, D., et al. (2001). Peer-Assisted Learning Strategies in reading: Extensions for Kindergarten, First grade, and Highschool. Remedial and Special Education, 22(1), 15-21.
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(5), 309-318.
McMaster, K. L., Fuchs, D. & Fuchs, L. S. (2006). Research on Peer-Assisted Learning strategies: The promise and limitations of peer-mediated instruction. Reading & Writing Quarterly, 22(1), 5-25.
Saenz, L., Fuchs, L. & Fuchs, D. (2005). Peer-Assisted Learning Strategies for English Language Learners with learning disabilities. Exceptional Children, 71(3), 231-247.
Sporer, N. & Brunstein, J. C. (2009). Fostering the reading comprehension of secondary school students through Peer-Assisted Learning: Effects on strategy knowledge, strategy use, and take performance. Contemporary Educational Psychology, 34(4), 289-297. PALS Reading may also be beneficial for students who are:
English Language Learners (Fuchs, et al., 2001 ) (Saenz, Fuchs & Fuchs, 2005) What is PALS Reading? PALS stands for Peer-Assisted Learning Strategy
PALS can be implemented at any grade level (was created for Grades 2 to 6)
PALS is designed to complement, not replace, existing reading and math curriculum
The program does not require special reading material Decoding
Comprehension Addresses Learning Difficulties in: Phonological Awareness Verbal Comprehension & Problem Solving and Reasoning Approximately 20% of low-achieving students and students without learning disabilities have not responded to PALS Reading program
50% of students with learning disabilities have not responded to the program Be Aware! (McMaster, 2006) Partner reading activity
Reading words and sentences correctly
Tutees have the opportunity to correct errors
When an error occurs the tutor will say:
Increase comprehension by discussing text
selecting & summarizing important information
make reasonable predictions
proving and disproving their predictions based on the text (Fuchs, et al., 2001; McMaster, 2006) (Fuchs, et al., 2001; McMaster, 2006) (Saenz, Fuchs & Fuchs, 2005) Teachers pair students in the class
Pairs are changed regularly
All students have the opportunity to be
"coaches" and "players" (tutors and tutees) What Is PALS Reading? PALS activities helps to promote reading fluency and comprehension through:
1. Partner reading (with retell)
2. Paragraph "Shrinking"
3. Prediction Relay PALS Reading Activities (Fuchs, Fuchs & Kazdan, 1999) (Fuchs, et al., 2001) (Fuchs, et al., 2001; Saenz, Fuchs & Fuchs, 2005) (Fuchs, et al., 2001) (Fuchs, et al., 2001) "STOP! You missed that word. Can you figure it out?
*wait 5 seconds* (if the partner does not know the word, say)
That word is ____. What word?
*partner repeats word*
Good. Read the sentence again."