ABOUT PALS
Effectiveness

Repeated evaluations of PALS Reading and PALS Math indicate that high-achieving, average-achieving, and low-achieving students, and students with learning disabilities make greater progress in PALS classrooms than their counterparts in typically structured classrooms. PALS Reading and PALS Math have been approved by the U.S. Department of Education's Program Effectiveness Panel as an effective educational practice.

PALS was developed by Doug Fuchs, PhD, and Lynn Fuchs, PhD, professors of special education and Vanderbilt Kennedy Center investigators. Research reporting the benefits of PALS has been widely published in journals such as Journal of Educational Psychology, American Educational Research Journal, Elementary School Journal, Reading Research Quarterly, Exceptional Children, Learning Disabilities Research and Practice, Journal of Learning Disabilities, School Psychology Quarterly, and School Psychology Review.