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An Action Research on Reading Effects of the Junior High School Students of the Resource Classrooms by Using Peer-Assisted Learning Strategies
peer-assisted learning strategies
junior high school
students of the resource classrooms
This study was to investigate the implementation of Peer-Assisted Learning Strategies (PALS) in reading class where teachers faced difficulties and then used coping strategies. Teachers implemented through the PALS to understand the reading comprehension effectiveness and learning responses of junior high school students in the resource classrooms. This study adopted action research. The subjects were eight students in the resource classrooms. We conducted forty-eight classes, sixteen weeks of instruction. I collected the data by studying worksheets, observation records, reflections notes, interview records, self-edited reading comprehension tests and questionnaires of students’ learning responses for analysis and research. The results are as follows: During the implementation of the PALS in reading class, difficulties faced by teachers were: First, the groups had difficulty in completing an independent practice. Second, answer reactions were more rigid when there were repeated activities. Third, easy to forget activity rules. Fourth, students were lack of the judgment to check the answers. Fifth, each group had large differences in reaction time. Sixth, some members were easily affected by mental and emotional performance. Seventh, members were not easily fixed. Eighth, classroom space was too small, so students would interfere with each other. According to the above difficulties, I adopted following coping strategies: First, teachers needed to help at any time and manipulate the situation of each group. Second, activity design needed for structure and tips. Third, teachers needed to remind the rules during activities and give correction to erred group after class. Fourth, teachers needed to correct worksheets in advance and assist students correspondingly during the course. Fifth, adjust the flow of activities in each group. Sixth, always assist and concern about the crew. Seventh, teachers should distribute appropriately according to their attendance. Eighth, choose a larger classroom . Through the PALS, junior high school students in the resource classrooms made progress in reading comprehension. There were increases in the abilities to "understand the basic facts of the article" and to"extract the effect focus of the article". Moreover, students did better in the abilities to "infer" and to "analyse and compare". After the implementation of PALS, junior high school students in the resource classrooms had positive learning responses to the views of PALS in reading class and to the attitude of reading.
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