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The Effect of Peer-Assisted Learning Strategies on the Reading Performance of Fourth Grade Students in the Rio Grande Valley

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Title: The Effect of Peer-Assisted Learning Strategies on the Reading Performance of Fourth Grade Students in the Rio Grande Valley
Language: English
Authors: Alida Hudson (ORCID 0000-0002-2257-422X), Douglas Fuchs (ORCID 0000-0002-5094-1023), Lauren Artzi, Billie Jo Day, Elena M. Venegas, Steve Chamberlain, Sophie Weich
Source: Grantee Submission. 2026.
Peer Reviewed: Y
Page Count: 40
Publication Date: 2026
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305N220010
Document Type: Reports - Research
Education Level: Elementary Education
Grade 4
Intermediate Grades
Descriptors: Peer Teaching, Reading Comprehension, Reading Achievement, Grade 4, Elementary School Students, Bilingual Students, Low Income Students, Hispanic American Students, Technology Integration, Progress Monitoring, Morphology (Languages), Program Effectiveness, Reading Fluency, COVID-19, Pandemics, Elementary School Teachers, English (Second Language), Language Skills
Geographic Terms: Texas
DOI: 10.1080/10573569.2026.2643161
Abstract: Reading comprehension is a critical skill for academic success and lifelong learning. This study examines the impact of Peer-Assisted Learning Strategies in Reading with Differentiation (PALS-RD) on the reading performance of fourth-grade students in the Rio Grande Valley, a predominantly bilingual and low-income community (50.0% Female, 97.1% Hispanic/Latinx, 90% qualifying for free or reduced lunch). The PALS-RD program, an adaptation of the original PALS in Reading, incorporates technology-based progress monitoring and morphology instruction to support language development. A randomized controlled trial was conducted during the 2023-2024 school year, involving 34 teachers and 524 students across 10 elementary schools. The study aimed to evaluate the effectiveness of PALS-RD in improving reading achievement and to compare the reading gains of PALS-RD students to pre-pandemic peers. Results indicate that while there were no main effects on reading fluency and comprehension, students with below-average comprehension at the start of the study showed significant gains. Specifically, these students demonstrated greater gains in reading comprehension compared to similar peers who did not participate in the PALS-RD program. Additionally, PALS-RD students demonstrated reading gains comparable to pre-pandemic peers, suggesting the program's potential in mitigating learning loss. These findings underscore the importance of the Peer-Assisted Learning Strategies (PALS) program and its differentiated instruction in effectively addressing the diverse needs of students in high-need contexts, ensuring that all students receive the support they need to succeed. [This paper was published in "Reading & Writing Quarterly."]
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2026
Accession Number: ED680593
Database: ERIC
FullText Text:
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PubType: Report
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  Data: The Effect of Peer-Assisted Learning Strategies on the Reading Performance of Fourth Grade Students in the Rio Grande Valley
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  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Alida+Hudson%22">Alida Hudson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2257-422X">0000-0002-2257-422X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Douglas+Fuchs%22">Douglas Fuchs</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5094-1023">0000-0002-5094-1023</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lauren+Artzi%22">Lauren Artzi</searchLink><br /><searchLink fieldCode="AR" term="%22Billie+Jo+Day%22">Billie Jo Day</searchLink><br /><searchLink fieldCode="AR" term="%22Elena+M%2E+Venegas%22">Elena M. Venegas</searchLink><br /><searchLink fieldCode="AR" term="%22Steve+Chamberlain%22">Steve Chamberlain</searchLink><br /><searchLink fieldCode="AR" term="%22Sophie+Weich%22">Sophie Weich</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2026.
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
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  Data: 40
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
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  Data: Institute of Education Sciences (ED)
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  Data: R305N220010
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  Label: Document Type
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  Data: Reports - Research
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  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink>
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Peer+Teaching%22">Peer Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Achievement%22">Reading Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingual+Students%22">Bilingual Students</searchLink><br /><searchLink fieldCode="DE" term="%22Low+Income+Students%22">Low Income Students</searchLink><br /><searchLink fieldCode="DE" term="%22Hispanic+American+Students%22">Hispanic American Students</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Integration%22">Technology Integration</searchLink><br /><searchLink fieldCode="DE" term="%22Progress+Monitoring%22">Progress Monitoring</searchLink><br /><searchLink fieldCode="DE" term="%22Morphology+%28Languages%29%22">Morphology (Languages)</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Fluency%22">Reading Fluency</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Skills%22">Language Skills</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Texas%22">Texas</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/10573569.2026.2643161
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Reading comprehension is a critical skill for academic success and lifelong learning. This study examines the impact of Peer-Assisted Learning Strategies in Reading with Differentiation (PALS-RD) on the reading performance of fourth-grade students in the Rio Grande Valley, a predominantly bilingual and low-income community (50.0% Female, 97.1% Hispanic/Latinx, 90% qualifying for free or reduced lunch). The PALS-RD program, an adaptation of the original PALS in Reading, incorporates technology-based progress monitoring and morphology instruction to support language development. A randomized controlled trial was conducted during the 2023-2024 school year, involving 34 teachers and 524 students across 10 elementary schools. The study aimed to evaluate the effectiveness of PALS-RD in improving reading achievement and to compare the reading gains of PALS-RD students to pre-pandemic peers. Results indicate that while there were no main effects on reading fluency and comprehension, students with below-average comprehension at the start of the study showed significant gains. Specifically, these students demonstrated greater gains in reading comprehension compared to similar peers who did not participate in the PALS-RD program. Additionally, PALS-RD students demonstrated reading gains comparable to pre-pandemic peers, suggesting the program's potential in mitigating learning loss. These findings underscore the importance of the Peer-Assisted Learning Strategies (PALS) program and its differentiated instruction in effectively addressing the diverse needs of students in high-need contexts, ensuring that all students receive the support they need to succeed. [This paper was published in "Reading & Writing Quarterly."]
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  Data: ED680593
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED680593
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        Value: 10.1080/10573569.2026.2643161
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      – Text: English
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      Pagination:
        PageCount: 40
    Subjects:
      – SubjectFull: Peer Teaching
        Type: general
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Reading Achievement
        Type: general
      – SubjectFull: Grade 4
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Bilingual Students
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      – SubjectFull: Low Income Students
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      – SubjectFull: Hispanic American Students
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      – SubjectFull: Technology Integration
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      – SubjectFull: Progress Monitoring
        Type: general
      – SubjectFull: Morphology (Languages)
        Type: general
      – SubjectFull: Program Effectiveness
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      – SubjectFull: Reading Fluency
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      – SubjectFull: COVID-19
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      – SubjectFull: Pandemics
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      – SubjectFull: Texas
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      – TitleFull: The Effect of Peer-Assisted Learning Strategies on the Reading Performance of Fourth Grade Students in the Rio Grande Valley
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