Peer Assisted Learning Strategy

What is PALS? How it works:

H o w c a n PA L S b e • Peer Assisted
implemented in Learning Strategies (PALS)-
instruction? is a reciprocal class-wide
peer-tutoring strategy that
has different versions to suit
the needs and levels of
different age groups.
PALS for Reading Teachers carefully partner a
activities include Partner
student with a classmate.
Reading with Story Retell,
The pair works on various
Paragraph Shrinking and
activities that addresses the
Prediction Relay.
academic needs of both
PALS for Math students.
students work through math
problems through coaching
and practice
• A child that requires
help in a certain area (the
tutee) is paired up with a child
that the teacher believes is
appropriate to help the other
child learn those skills (the
tutor). Pairs may change over
time, the students can get help
on a variety of skills, and all
the students have the chance
to be the tutor and the tutee.
PALS can be used across
content areas.
• This strategy is used
to help students who are
English Language Learners or
who may have an Emotional
Behavioral Disability or
Learning Disability.

• PALS is used to
improve reading and math
skills

1555 University Blvd., Round Rock, TX 78665, United States WWW.PALS.COM

 Positive Outcome.

• Pals is a great way to • PALS also creates an

involve children with disabilities to opportunity for a teacher to circulate
be included in the general in the class, observe students, and
education classroom, this will not provide remedial lessons.
only benefit their academic
progress but boost their social • It addresses phonological
skills as well. awareness, letter sound
Cue Card Example
• This strategy benefits correspondence and sight-word
both lower and higher performer recognition.
• Ways to say “very good”
learners.
1. I knew you could do it
2. You’ve just about
mastered it Resources
3. Congratulations! Peer-Assisted Learning Strategies (PALS) for Reading in ... (n.d.). Retrieved
4. That’s better than ever. February 25, 2018, from https://eric.ed.gov/?id=EJ894088
5. You must have been
Mathes, P. G., Howard, J. K., Allen, S. H., & Fuchs, D. (1998). Peer-Assisted
practicing. Learning Strategies for First-Grade Readers: Responding to the Needs of
6. You are learning fast. Diverse Learners. Reading Research Quarterly,33(1), 62-94.
7. Couldn’t have done t doi:10.1598/rrq.33.1.4
better myself!
Sáenz, L. M., Fuchs, L. S., & Fuchs, D. (2005). Peer-Assisted Learning
Strategies for English Language Learners with Learning Disabilities.
Exceptional Children,71(3), 231-247. doi:10.1177/001440290507100302

Thorius, K. A., & Graff, C. S. (2017). Extending Peer-Assisted Learning

technology
Strategies for Racially, Linguistically, and Ability Diverse Learners.
Intervention in School and Clinic,53(3), 163-170.
c ons ulting
doi:10.1177/1053451217702113

Wise, K., & Mack, T. (n.d.). The Effectiveness of Small Group Kindergarten
Peer Assisted Learning Strategies (K-PALS). PsycEXTRA Dataset.
doi:10.1037/e657472007-001

1555 University Blvd., Round Rock, TX 78665, United States WWW.PALS.COM