Date of Award:
8-2020
Document Type:
Dissertation
Degree Name:
Doctor of Philosophy (PhD)
Department:
School of Teacher Education and Leadership
Department name when degree awarded
Teacher Education and Leadership
Committee Chair(s)
Marla K. Robertson
Committee
Marla K. Robertson
Committee
Amy Piotrowski
Committee
Steven Camicia
Committee
Christa Haring Biel
Committee
Cindy D. Jones
Abstract
The present study used a formative design experiment framework which does not answer a research question but addresses a pedagogical goal. The goal of this study was to determine the influence of Peer-Assisted Learning Strategies (PALS) on the reading comprehension of grade-level biology text and biology self-efficacy with students diagnosed with learning disabilities. As a result of this intervention, it was expected that students would better understand biology text and feel better about themselves as a biology student.
Students were separated into pairs, or dyads, with each pair having a stronger reader and a weaker reader. These dyads participated in a series of three structured learning activities: Partner Reading, Paragraph Shrinking and Prediction Relay. Biology self-efficacy assessments and researcher-developed reading comprehensive assessments were administered both pre-and postintervention and after each biology unit. Student notebooks, the researcher notebook, teacher interviews, and focus student interviews were used to gather qualitative data throughout the study. The results suggested that the PALS intervention can have a positive effect on the reading comprehension of grade-level biology text and biology self-efficacy for students with learning disabilities.
Checksum
d55e2cbba0a6a9f0fdd3a1372ed4ca0d
Recommended Citation
Priestley, K. Lea, "Exploring the Influence of Peer-Assisted Learning Strategies (PALS) in Increasing Reading Comprehension of Grade-Level Biology Text and Biology Self-Efficacy in Students with Learning Disabilities: A Formative Experiment" (2020). All Graduate Theses and Dissertations, Spring 1920 to Summer 2023. 7893.
https://digitalcommons.usu.edu/etd/7893
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