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Title:  Using Strategy Instruction to Help Struggling High Schoolers Understand What They Read
Description: The evidence indicates that peer-assisted learning can have a substantively important positive effect on struggling high school students' reading comprehension. But reservations remain about attributing improved comprehension to peer-assisted learning because the students were not randomly assigned to the intervention in the one study that met evidence standards.
Online Availability:
Cover Date: October 2007
Web Release: October 29, 2007
Publication #: REL 2007038
Center/Program: REL
Associated Centers: NCEE
Authors: Helen Apthorp, Mid-continent Research for Education and Learning; Tedra Clark, Mid-continent Research for Education and Learning.
Type of Product: Issues and Answers Report
Keywords:
Questions: For questions about the content of this Issues and Answers Report, please contact:
Gloria Vera.