Abstract
This paper provides on overview of the classwide peer-tutoring strategy known as Peer-Assisted Learning Strategies (PALS) for reading. Specific activities and research supporting PALS for Kindergarten, First Grade, Grades 2 through 6, and High School are described. Then, research addressing the characteristics of students who have not responded to PALS, as well as approaches to identification and further intervention for PALS nonresponders, is summarized. Current efforts to examine PALS when taken “to scale” are briefly described followed by ways to obtain PALS materials and training.
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