ABSTRACT
Educators today struggle to provide remedial and supplementary reading instruction, as
an intervention, at all reading levels, to address the wide range of reading abilities and
needs within the classroom. Peer Assisted Learning Strategies (PALS) has undergone
extensive experimental research within large groups of diverse students who possess
wide ranges of academic ability. Peer Assisted Learning Strategies (PALS) has been
demonstrated to be an effective supplementary reading intervention that helps educators
successfully meet the needs of our diverse student population. This paper describes how
PALS is administered, its benefits and results from research studies. It also provides
recommendations for improving the effectiveness of PALS and areas for further research.
