Prediction Relay is an activity that was developed as part of the Peer-Assisted Learning Strategies (PALS). PALS is a classwide peer tutoring program in which teachers carefully partner a student with a classmate. The Prediction Relay strategy allows each student to (1) make predictions about the assigned text, (2) take turns reading for 5 minutes, (3) check their predictions, and (4) summarize the main points. The students provide each other with feedback as a way to monitor comprehension.
Prediction Relay does not require special reading materials and consequently enables teachers to use the reading material of their choice. This offers teachers flexibility for incorporating the strategy into various content areas. Prediction Relay provides direct opportunities for a teacher to circulate in the class, observe students, and offer individual remediation.
Create and use the strategy
Choose the assigned reading and introduce the text to the students. Then create pairs within the classroom by identifying which children require help on specific skills and who the most appropriate children are to help other children learn those skills. Model the procedure to ensure that students understand how to use the strategy.
- Each member of the teacher-assigned pair reads for 5 minutes and takes turns being “Coach” and “Player.” These pairs are changed regularly, and over a period of time as students work. Thus, all students have the opportunity to be “coaches” and “players.”
Note: It is important to monitor and support students as they work together.
- Before reading each page, students make predictions about what will be on the following page. Then after the “Player” reads half of a page aloud, the “Player” stops to summarize the main points of the reading. Students are asked to summarize the following information:
- the who or what of the paragraph;
- the most important thing about who or what; and
- the main idea
If a “Player” ever gives a wrong answer, the “Coach” asks the “Player” to skim the reading again and provide answers a second time. The students work together to correct any errors in predictions as a way of monitoring comprehension. The pair earns points for viable predictions and concise summaries.
Fuchs, D., Fuchs, L., & Burish, P. (2000). Peer-Assisted Learning Strategies: An Evidence-Based Practice to Promote Reading Achievement. Learning Disabilities Research and Practice, 15(2), 85-91.
Fuchs, L., Fuchs, D., & Kazdan, S. (1999). Effects of peer-assisted learning strategies on high school students with serious reading problems. Remedial and Special Education, 20(5), 309-318.
Saenz, L., Fuchs, L., & Fuchs, D. (2005) Peer-Assisted Learning Strategies for English Language Learners with Learning Disabilities. Exceptional Children, (71).
Vanderbilt Kennedy Center for Research on Human Development. (n.d.). Peer-Assisted Learning Strategies. Retrieved 2008, January 21, from http://kc.vanderbilt.edu/pals/