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  • Title: ➤  Evaluation Of The Peer Assisted Learning Strategies For Reading UK (PALS-UK) Intervention, A Two-armed Cluster Randomised Trial
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Peer Assisted Learning Strategies for Reading UK (PALS-UK) (Fuchs et al., 1997) is a whole class structured paired reading intervention that aims to improve pupils’ reading comprehension and oral reading fluency. 120 primary schools will be recruited to the trial and 60 of these will be randomly assigned to the intervention arm. Staff delivering the intervention are provided with training both before and during delivery. Training is also provided to pupils to support them in assisting their peer’s reading development; this takes place during the first four weeks of the intervention. For the remaining 16 weeks, pupils work in pairs, taking it in turn as coach and reader as they engage with a range of activities: partner reading, re-telling, paragraph shrinking and predicting what comes next. Sessions last 30-35 minutes, conducted three-times-a-week over 20 weeks. The intervention has the potential to develop pupils’ fluency, self-efficacy in reading, reading comprehension and reading attainment. The aim of this project is to evaluate the effects of PALS-UK on reading comprehension and oral reading fluency for pupils in Year 5. The evaluation is comprised of two parts. Firstly, an impact evaluation which will explore the impact of PALS-UK on reading attainment, reading comprehension and reading fluency. Secondly, an implementation and process evaluation which focuses on aspects such as fidelity and quality of delivery, as well stakeholders’ experiences of the intervention and what literacy practices take place in control schools.

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