Extending Peer-Assisted Learning Strategies for Racially, Linguistically, and Ability Diverse Learners

Abstract

This article discusses a research-based reading intervention called peer-assisted learning strategies in reading (PALS) and includes practical suggestions for educators concerned with literacy as a tool to reposition and empower students of color, English learners, and students with disabilities in schools and society. Following a rationale informed by historical oppression related to learners’ race, language, and ability, the article describes PALS methodology along with specific extensions for incorporating students’ lived experiences, considering disability as an important element of student diversity, and focusing on students’ progress and cooperation beyond their reading problems and competition.