| Summary: | 碩士 === 國立新竹教育大學 === 特殊教育學系碩士班 === 104 === The main purpose of this study was to explore the effects of Peer-Assisted Learning Strategies （PALS） on reading comprehension for elementary school students with learning disabilities. The method was a single-subject research of A-B-A’ design. Six sixth-grade students with learning disabilities were taught Peer-Assisted Learning Strategies for Ten weeks, two times a week, fourty minutes a time. Tests on reading fluency test, reading comprehension test and reading comprehension grow test were carried out during baseline phase, intervention phase and maintenance phase to realize the growth of reading comprehension among three groups six students.
Analysis was based on visual analysis, C-statistic. The results are as follows:
1. Peer-Assisted Learning Strategies could improve reading comprehension for elementary school students with learning disabilities, but the maintaining effect of reading comprehension is unstable.
2. Peer-Assisted Learning Strategies could improve three levels of reading comprehension questions for elementary school students with learning disabilities, especially the extracting message level.
3. Peer-Assisted Learning Strategies could improve and maintain reading fluency for elementary school students with learning disabilities.
4. Through the implementation of Peer-Assisted Learning Strategies, there were improvements on reading comprehension ability showen in ”Reading Comprehension Grow Test” for elementary school students with learning disabilities.
Finally, according to the results , suggestions for reading comprehension instruction and future research are provided.
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