Peer assisted learning strategies – UK (PALS-UK): a whole class reading approach – evaluation report

Lewin, Cathy ORCID: https://orcid.org/0000-0002-3430-4075, Morris, Stephen ORCID: https://orcid.org/0000-0001-6869-8933, Ainsworth, Steph, Gellen, Sandor ORCID: https://orcid.org/0000-0001-9137-8209 and Wicker, Kate (2024) Peer assisted learning strategies – UK (PALS-UK): a whole class reading approach – evaluation report. Project Report. Education Endowment Foundation.

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Abstract

Peer Assisted Learning Strategies – UK (PALS-UK) is a structured peer reading programme that aims to raise reading attainment by developing pupils’ oral reading fluency and reading comprehension, as well as reading motivation and self-efficacy (pupil confidence in their own reading abilities). PALS-UK is delivered to the whole class and is centred on pupils working in pairs to engage in four activities: partner reading; retell; paragraph shrinking; and prediction relay. The programme was delivered to Year 5 primary school pupils (age 9–10). The intervention was delivered three times per week for 20 weeks, with each session lasting around 35 minutes. The first four weeks focused on training pupils on the PALS-UK activities and on working together in pairs. Teachers received one day of initial training followed by a 90minute top-up training session, a programme manual, a set of 20 children’s books, and access to online support and twilight webinars. PALS was developed by Douglas Fuchs, Lynn Fuchs, and other researchers from Vanderbilt University. The intervention was adapted for the UK context and delivered by Dr Emma Vardy (Nottingham Trent University) and Professor Helen Breadmore (University of Birmingham). This efficacy trial was a two-armed, cluster randomised controlled trial. A total of 114 schools, including 4,840 pupils, participated in the evaluation. The trial evaluated the impact of PALS-UK on reading attainment, measured using the New Progress in Reading Assessment (PiRA) Summer Term Year 5 Test. It also evaluated the impact of the programme on oral reading fluency, comprehension, motivation, and self-efficacy. An implementation and process evaluation (IPE) was conducted to explore participants’ experiences of PALS-UK. This included teacher and headteacher surveys, interviews, and focus groups with pupils. The study was funded by the Education Endowment Foundation (EEF) through the Department for Education’s Accelerator Fund. The trial started in September 2022 and ended in summer 2023.