Teachers and students report generally favorable impressions of PALS, with least favorability toward team-based structure components¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r? · q2
Currency · newest study 2001 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because a design page cites it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? In the Mathes & Babyak (2001) study, teacher surveys showed high mean ratings for program components and outcomes, but teachers were least favorable about team-based structure components such as announcing the winning team and the point structure. → Peer-Assisted Learning Strategies (PALS) 2001 q2 i? In a second study (Mathes et al., 2001), both teachers and students conveyed mostly positive impressions of the program and its impacts on reading. → Peer-Assisted Learning Strategies (PALS) 2001 (2)

Evidence¶

Peer-Assisted Learning Strategies (PALS) 2001¶

Peer-Assisted Learning Strategies (PALS). (2001). Evidence Rating: strong. https://www.evidenceforessuccess.org

q2 · i? · associational · r?

Implementation notes report teacher survey data from the Mathes & Babyak (2001) study, with "high mean ratings" across eight areas including reading achievement gains and social skills improvement; no effect sizes are printed for these ratings.

"teacher survey responses indicated generally favorable impressions of PALS, with high mean ratings for (a) Sounds and Words (b) Pretend Read (c) Partner Read-Aloud, (d) Retell, (e) reading achievement gains, (f) social skills improvement"

Peer-Assisted Learning Strategies (PALS) 2001 (2)¶

Peer-Assisted Learning Strategies (PALS). (2001). Evidence Rating: strong. https://www.evidenceforessuccess.org

q2 · i? · qualitative · r?

Implementation notes summarize impressions from a second study, Mathes et al. (2001), where "both teachers and students conveyed mostly positive impressions" of the program and its reading impacts; no statistics are printed.

"in a second study (Mathes et al., 2001), both teachers and students conveyed mostly positive impressions of the program and its impacts on reading"

Discussion¶

Related Claims¶

• Teachers and interventionists gave mostly favorable implementation ratings, with over 90% comfortable implementing and finding it supplemented the core program well — related
• Peer-Assisted Literacy Strategies showed a substantively important positive (but statistically non-significant) effect on WRMT-R Passage Comprehension for first graders — related
• Peer-assisted instruction and small-group instruction by adults have statistically significant, robust short-term effects (ES about 0.35–0.45) for K-6 struggling students — related
• For first-grade nonresponders, PALS showed a substantively important negative (but statistically non-significant) effect on reading comprehension versus adult tutoring — related