@article{Kocak_2017, title={THE EFFECTS OF PALS ON CHILDREN WITH SLD IN TERMS OF READING COMPREHENSION}, volume={6}, url={https://tijseg.org/index.php/tijseg/article/view/50}, abstractNote={<p>The article is a literature review about the effects of Peer Assisted Learning Strategies (PALS) on students with SLD based on their reading comprehensions. The literature has been reviewed based on some criteria. The articles related to effect of PALS on SLD students’ reading comprehension have been search by using Scholar Google, Eric, and Epsco data bases. First, “PALS”, “Peer Assisted Learning Strategy” are used as key words for searching the related articles. Studies related to students with SLD were selected. Then, the studies, which are not focus on reading comprehension, were excluded. Second, the key words “Specific Learning Disabilities”, and “the effect of PALS on Students with SLD” are used for searching the articles and the studies, which related to the topic, were included to the literature review. Implementation of the intervention were explained at the end of the study</p> <p><strong>Keywords</strong>: Reading Comprehension, PALS, Specific Learning Disability (SLD)</p> <p><strong>REFERENCES</strong></p> <p>Antshel, K. M., & Joseph, G. (2006). Maternal stress in nonverbal learning disorder: a comparison with reading disorder. <em>Journal Of Learning disabilities, 39 </em>(3), 194-205.</p> <p>Bromley, B. (2008). Broadcasting disability: an exploration of the education potential of a video sharing website. Journal Of Special Education Technology, 23(4). 1-13.</p> <p>Buttner, G., & Hasselhorn, M. (2011). Learning disabilities: debates on definitions, causes subtypes, and responses. International Journal Of Disability, Development And Education, 58 (1), 75-87.</p> <p>Calhoon, M. (2005). Effects of a Peer-Mediated Phonological Skill and Reading ComprehensionProgram on Reading Skill Acquisition for Middle School Students with Reading Disabilities. Journal of Learning Disabilities, 38(5), 424-433.</p> <p>Calhoon, M., AL Otaiba, S., Cihak, D., King., & Avalos, A. (2007). Effects of peer-mediated program on reading skill acquisition for two-way bilingual first-grade classrooms. <em>Learning disability Quarterly, 30</em>(3), 169-184.</p> <p>Fuchs, D., Fuchs, L. S., Mathes, P. G., & Simmons, D. C. (n.d.). peer-assisted learning strategies: making classrooms, more responsive to diversity. <em>American Educational Research Journal, 34</em>(1), 174- 206.</p> <p>Fuchs, D.D., Fuchs, L.S., Mathes, P.G., & Martinez, E.A. (2002). Preliminary evidence on the social standing of students with learning disabilities in PALS and no-PALS classrooms. <em>Learning Disabilities Research and Practice, 17</em>(4), 205-215.</p> <p>Fuchs, L. S., Fuchs, D., & Kazdan, S. (1999). Effects of peer-assisted learning strategies on high school students with serious reading problems<em>. Problems Remedial And Special Education, 20 </em>(5), 309- 18.</p> <p>Fuchs, L. S., Fuchs, D., & Kazdan, S. (1999). Effects of peer-assisted learning strategies in reading with and without training in elaborated help giving. <em>Elementary school journal, 99</em>(3), 201-219.</p> <p>Fuchs, L. S., Fuchs, D., & Kazdan, S. (1999). Effects of peer-assisted learning strategies in reading with and without training in elaborated help giving. <em>Elementary school journal, 99</em>(3), 201-219.</p> <p>Greenwood, C.R. (2001). Class wide peer tutoring learning management system<em>. Remedial & Special Education, 22</em>(1), 34.</p> <p>Hawkins, R.O., Hale, A.D., Sheeley, W., & Ling, S. (2011). Repeated readingand vocabulary-previewing interventions to improve fluency and comprehension for struggling high-school readers. <em>Psychology In The Schools, 48 </em>(1), 59-77.</p> <p>IDEA (2004). Regulations: part 300/A/300.8/c. Retrieved from, http://idea.ed.gov/explore/ View/p/,root,regs,300,A,300%252E8,c.</p> <p>Kostewicz, D.E., & Kubina, R. (2010). A comparison of two reading fluency methods: repeated reading to a fluency criterion and interval sprinting. <em>Reading Improvement, 47</em>(1), 43-63.</p> <p>Mastropieri, M. A. (2001). Can middle school students with serious reading difficulties help each other and learn anything?. <em>Learning disabilities research & practice (Blackwell Publishing Limited), 16 </em>(1), 18.</p> <p>Mathes, P. G., Howard, J. K., Allen, S.H., & Fuchs, D. (1998). Peer-assisted learning strategies for first- grade readers: responding to the needs of diverse learners. <em>Reading Research Quarterly, 33 </em>(1), 62-94.</p> <p>Saenz, L.M., Fuchs, L.S., & Fuchs, D. (2005). Peer-assisted learning strategies for English language learners with learning disabilities. <em>Exceptional Children. 71 </em>(3), 231-247.</p> <p>Sofie, C. A., & Riccio, C. A. (2002). A comparison of multiple methods for the identification of children with reading disabilities. <em>Journal Of Learning Disabilities, 35 </em>(3), 234.</p> <p>Sporer, N., & Brunstein, J. C. (2009). Fostering the reading comprehension of secondary school students through peer-assisted learning: effects on strategy knowledge, strategy use, and task performance. <em>Contemporary Educational Pyschology, 34</em>(4), 289-297.</p> <p>Stagliano, C., & Boon, R. T. (2009). The effects of a story-mapping procedure to improve the comprehension skills of expository text passages for elementary students with learning disabilities. <em>Learning Disabilities: A Contemporary Journal, 7</em>(2), 35-58.</p> <p>Steele, M. M. (2010). High school with learning disabilities: mathematics instruction, study skills, and high stakes tests. <em>American Secondary education. 38 </em>(3), 21-27.</p> <p>Weac.org (n.d.). Special education inclusion. Retrieved from http://www.weac.org/issues_advaca cy/Resource_Pages_On_Issues_one/Special_Education/special_education_inclusion.aspx</p>}, number={1}, journal={Turkish International Journal of Special Education and Guidance & Counselling ISSN: 1300-7432}, author={Kocak, Mucahit}, year={2017}, month={Jun.}, pages={27–34} }