The Effect of Peer-Assisted Learning Strategies on the Reading Performance of Fourth Grade Students in the Rio Grande Valley
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| Title: | The Effect of Peer-Assisted Learning Strategies on the Reading Performance of Fourth Grade Students in the Rio Grande Valley |
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| Language: | English |
| Authors: | Alida Hudson (ORCID |
| Source: | Grantee Submission. 2026. |
| Peer Reviewed: | Y |
| Page Count: | 40 |
| Publication Date: | 2026 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305N220010 |
| Document Type: | Reports - Research |
| Education Level: | Elementary Education Grade 4 Intermediate Grades |
| Descriptors: | Peer Teaching, Reading Comprehension, Reading Achievement, Grade 4, Elementary School Students, Bilingual Students, Low Income Students, Hispanic American Students, Technology Integration, Progress Monitoring, Morphology (Languages), Program Effectiveness, Reading Fluency, COVID-19, Pandemics, Elementary School Teachers, English (Second Language), Language Skills |
| Geographic Terms: | Texas |
| DOI: | 10.1080/10573569.2026.2643161 |
| Abstract: | Reading comprehension is a critical skill for academic success and lifelong learning. This study examines the impact of Peer-Assisted Learning Strategies in Reading with Differentiation (PALS-RD) on the reading performance of fourth-grade students in the Rio Grande Valley, a predominantly bilingual and low-income community (50.0% Female, 97.1% Hispanic/Latinx, 90% qualifying for free or reduced lunch). The PALS-RD program, an adaptation of the original PALS in Reading, incorporates technology-based progress monitoring and morphology instruction to support language development. A randomized controlled trial was conducted during the 2023-2024 school year, involving 34 teachers and 524 students across 10 elementary schools. The study aimed to evaluate the effectiveness of PALS-RD in improving reading achievement and to compare the reading gains of PALS-RD students to pre-pandemic peers. Results indicate that while there were no main effects on reading fluency and comprehension, students with below-average comprehension at the start of the study showed significant gains. Specifically, these students demonstrated greater gains in reading comprehension compared to similar peers who did not participate in the PALS-RD program. Additionally, PALS-RD students demonstrated reading gains comparable to pre-pandemic peers, suggesting the program's potential in mitigating learning loss. These findings underscore the importance of the Peer-Assisted Learning Strategies (PALS) program and its differentiated instruction in effectively addressing the diverse needs of students in high-need contexts, ensuring that all students receive the support they need to succeed. [This paper was published in "Reading & Writing Quarterly."] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2026 |
| Accession Number: | ED680593 |
| Database: | ERIC |
| Abstract: | Reading comprehension is a critical skill for academic success and lifelong learning. This study examines the impact of Peer-Assisted Learning Strategies in Reading with Differentiation (PALS-RD) on the reading performance of fourth-grade students in the Rio Grande Valley, a predominantly bilingual and low-income community (50.0% Female, 97.1% Hispanic/Latinx, 90% qualifying for free or reduced lunch). The PALS-RD program, an adaptation of the original PALS in Reading, incorporates technology-based progress monitoring and morphology instruction to support language development. A randomized controlled trial was conducted during the 2023-2024 school year, involving 34 teachers and 524 students across 10 elementary schools. The study aimed to evaluate the effectiveness of PALS-RD in improving reading achievement and to compare the reading gains of PALS-RD students to pre-pandemic peers. Results indicate that while there were no main effects on reading fluency and comprehension, students with below-average comprehension at the start of the study showed significant gains. Specifically, these students demonstrated greater gains in reading comprehension compared to similar peers who did not participate in the PALS-RD program. Additionally, PALS-RD students demonstrated reading gains comparable to pre-pandemic peers, suggesting the program's potential in mitigating learning loss. These findings underscore the importance of the Peer-Assisted Learning Strategies (PALS) program and its differentiated instruction in effectively addressing the diverse needs of students in high-need contexts, ensuring that all students receive the support they need to succeed. [This paper was published in "Reading & Writing Quarterly."] |
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| DOI: | 10.1080/10573569.2026.2643161 |
