Enhancing First-Grade Children's Mathematical Development with Peer-Assisted Learning Strategies

Abstract

The purpose of this study was to examine the effects of a dyadic peer-mediated treatment, Peer-Assisted Learning Strategies (PALS), on first-grade children's mathematics development. Within schools, 20 classrooms were assigned randomly to PALS or no-PALS groups. Teachers implemented PALS three times each week for 16 weeks. Treatment fidelity was measured with direct observation; teachers completed questionnaires about treatment effectiveness and feasibility; and 323 students were pre-and posttested. Effects were separated for low-, average-, and high-achievers, and effect sizes and the percentage of nonresponders for 18 students with disabilities were calculated. Results indicated that treatment implementation was strong; teachers judged PALS to be effective and generally feasible; and students with and without disabilities, at all points along the achievement continuum, benefited from PALS. Implications for research and practice are discussed.