Peer-Assisted Learning Strategies (PALS) was implemented for
supplementary reading classes in a Korean elementary school. The
treatment group children were exposed to PALS during 20min sessions,
4times a week, for 8 weeks. The impacts of PALS were investigated in 3
aspects using a mixed-methods approach: improvement in reading
attitudes, reading skills, and student perceptions of the intervention.
Data collection includes reading attitude measures, standardized reading
comprehension test scores, student satisfaction survey, student
interviews, and student journals. The PALS group students showed
significantly enhanced reading attitudes and reading skills.
Consistently, qualitative data analysis also revealed affirmative
influence of PALS on students' attitudes toward reading. Finally, the
findings also suggested social benefits of PALS including developing
cooperative skills and friendships.
Mendeley saves you time finding and organizing research
Choose a citation style from the tabs below