{"id":{"repo_id":"twu","oai_identifier":"oai:twu-ir.tdl.org:11274/16763"},"canonical_url":"https://search.dev.ndltd.org/etd/twu/oai:twu-ir.tdl.org:11274/16763","repository":{"repo_id":"twu","name":"Texas Woman's University","base_url":"https://twu-ir.tdl.org/server/oai/request"},"display":{"title":"Effectiveness of peer-assisted learning strategies on oral reading fluency for students with a learning disability","abstract":"The purpose of this study was to examine whether Peer-Assisted Learning Strategies (PALS) was an effective method for improving oral reading fluency (ORF) of students with specific learning disabilities (SLD) in familiar text, and whether the ORF skills acquired will generalize to unfamiliar text. Four elementary-aged students with SLD participated in the study. A multiple probe design across students was used to investigate the effectiveness of PALS with Words Correct Per Minute (WCPM) as the dependent variable across all conditions. Results indicated that PALS was an effective and efficient means of improving ORF for students as all students improved WCPM during the intervention condition and generalized ORF skills to unfamiliar text.","abstract_html":"The purpose of this study was to examine whether Peer-Assisted Learning Strategies (PALS) was an effective method for improving oral reading fluency (ORF) of students with specific learning disabilities (SLD) in familiar text, and whether the ORF skills acquired will generalize to unfamiliar text. Four elementary-aged students with SLD participated in the study. A multiple probe design across students was used to investigate the effectiveness of PALS with Words Correct Per Minute (WCPM) as the dependent variable across all conditions. Results indicated that PALS was an effective and efficient means of improving ORF for students as all students improved WCPM during the intervention condition and generalized ORF skills to unfamiliar text.","abstract_has_math":false,"creators":["Farlow, Dawn Marie"],"institution":"Texas Woman's University","degree_name":"Doctor of Philosophy","degree_level":null,"degree_discipline":"Special Education","degree_department":null,"school":null,"contributors":[],"advisors":["Peterson-Ahmad, Maria"],"committee_chairs":[],"committee_members":["Keeley, Randa","Hurlbut, Amanda"],"year":2024,"date_issued":"2024-08","date_published":"2024-08","updated_at":"2026-07-24T05:05:03Z","subjects":["Oral reading fluency","PALS","Learning disability"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/11274/16763","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Peterson-Ahmad, Maria"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Keeley, Randa","Hurlbut, Amanda"]},{"key":"dc:creator","label":"Author","values":["Farlow, Dawn Marie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2024-09-17T18:55:26Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2024-09-17T18:55:26Z"]},{"key":"dc:date.issued","label":"Date","values":["2024-08"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Special Education"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Texas Woman's University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Oral reading fluency","PALS","Learning disability"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/11274/16763"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to examine whether Peer-Assisted Learning Strategies (PALS) was an effective method for improving oral reading fluency (ORF) of students with specific learning disabilities (SLD) in familiar text, and whether the ORF skills acquired will generalize to unfamiliar text. Four elementary-aged students with SLD participated in the study. A multiple probe design across students was used to investigate the effectiveness of PALS with Words Correct Per Minute (WCPM) as the dependent variable across all conditions. Results indicated that PALS was an effective and efficient means of improving ORF for students as all students improved WCPM during the intervention condition and generalized ORF skills to unfamiliar text."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Effectiveness of peer-assisted learning strategies on oral reading fluency for students with a learning disability"]}]}],"canonical_facts":{"dc:contributor.advisor":["Peterson-Ahmad, Maria"],"dc:contributor.committeemember":["Keeley, Randa","Hurlbut, Amanda"],"dc:creator":["Farlow, Dawn Marie"],"dc:date.accessioned":["2024-09-17T18:55:26Z"],"dc:date.available":["2024-09-17T18:55:26Z"],"dc:date.issued":["2024-08"],"dc:description.abstract":["The purpose of this study was to examine whether Peer-Assisted Learning Strategies (PALS) was an effective method for improving oral reading fluency (ORF) of students with specific learning disabilities (SLD) in familiar text, and whether the ORF skills acquired will generalize to unfamiliar text. Four elementary-aged students with SLD participated in the study. A multiple probe design across students was used to investigate the effectiveness of PALS with Words Correct Per Minute (WCPM) as the dependent variable across all conditions. Results indicated that PALS was an effective and efficient means of improving ORF for students as all students improved WCPM during the intervention condition and generalized ORF skills to unfamiliar text."],"dc:format.mimetype":["application/pdf"],"dc:identifier.uri":["https://hdl.handle.net/11274/16763"],"dc:language.iso":["English"],"dc:subject":["Oral reading fluency","PALS","Learning disability"],"dc:title":["Effectiveness of peer-assisted learning strategies on oral reading fluency for students with a learning disability"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Special Education"],"thesis:degree_name":["Doctor of Philosophy"],"thesis:institution_name":["Texas Woman's University"]},"updated_at":"2026-07-24T05:05:03Z"}