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

Authors

• Alida Hudson, American Institutes for Research
• Douglas Fuchs, Vanderbilt University
• Lauren Artzi, American Institutes for Research
• Billie Jo Day, American Institutes for Research
• Elena M. Venegas, The University of Texas Rio Grande ValleyFollow
• Steve Chamberlain, The University of Texas Rio Grande Valley
• Sophie Weich, American Institutes for Research

Document Type

Article

Publication Date

4-24-2026

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.

Comments

Original published version available at https://doi.org/10.1080/10573569.2026.2643161

Recommended Citation

Hudson, A., Fuchs, D., Artzi, L., Day, B. J., Venegas, E. M., Chamberlain, S., & Weich, S. (2026). The Effect of Peer-Assisted Learning Strategies on the Reading Performance of Fourth Grade Students in the Rio Grande Valley. Reading & Writing Quarterly, 1–19. https://doi.org/10.1080/10573569.2026.2643161

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.

Publication Title

Reading and Writing Quarterly

DOI

10.1080/10573569.2026.2643161