Promise for Enhancing Children's Reading Attitudes Through Peer Reading: A Mixed Method Approach

ABSTRACT

Peer-Assisted Learning Strategies (PALS) was implemented for supplementary reading classes in a Korean elementary school. The treatment group children were exposed to PALS during 20 min sessions, 4 times a week, for 8 weeks. The impacts of PALS were investigated in 3 aspects using a mixed-methods approach: improvement in reading attitudes, reading skills, and student perceptions of the intervention. Data collection includes reading attitude measures, standardized reading comprehension test scores, student satisfaction survey, student interviews, and student journals. The PALS group students showed significantly enhanced reading attitudes and reading skills. Consistently, qualitative data analysis also revealed affirmative influence of PALS on students’ attitudes toward reading. Finally, the findings also suggested social benefits of PALS including developing cooperative skills and friendships.

Keywords:

• Peer-Assisted Learning Strategies (PALS)
• peer tutoring
• reading attitudes
• reading skills
• reading strategies

Additional information

Notes on contributors

Youngju Lee

Youngju Lee received her PhD in Instructional Technology from University of Virginia. She is currently an Assistant Professor at the Department of Education at the Korea National University of Education. Her research interests include online dropout, peer interactions, and technology use in teacher education.