Fuchs, Lynn S., Douglas Fuchs, and Norris B. Phillips, “Acquisition and Transfer Effects of Classwide Peer-Assisted Learning Strategies in Mathematics for Students with Varying Learning Histories,” School Psychology Review, Vol. 24, No. 4, 1995, pp. 604-620.
Examines the effects of classwide peer-assisted learning strategies (PALS) in mathematics incorporating the use of curriculum-based measurement on acquisition and transfer learning of three types of students (average-achieving student, low-achieving students, and students with a learning disability). Analysis of variance indicates superior mathematics growth for students in PALS condition.
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