Peer mediation: A means of differentiating classroom instruction

Douglas Fuchs, Lynn S. Fuchs, Adina Shamir, Eric Dion, Laura M. Saenz, Kristen L. McMaster

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

1 Scopus citations


Picture this: 34 children in an urban third-grade classroom, one third of whom live in poverty. Six live with grandparents, and three are in foster care. Five come from homes in which a language other than English is spoken; two children do not speak English at all. Seven, six, fi ve, three, two, and one are African American, Hispanic American, Korean, Russian, Haitian, and Chinese, respectively. Six are new to the school, and four will relocate to a different school next year. Only fi ve of the 34 students are at or above grade level in reading; 10 are two or more grade levels below. There is a 5-grade spread in reading achievement. In addition, three students have been certifi ed as learning disabled. One is severely mentally retarded, and another is deaf. According to the Department of Health and Human Services, the child with mental retardation and two other students in the class have been physically or sexually abused.
Original languageEnglish
Title of host publicationHandbook of Reading Disability Research
PublisherTaylor and Francis
Number of pages11
ISBN (Electronic)9780203853016
ISBN (Print)9780805853339
StatePublished - 17 Sep 2010


Dive into the research topics of 'Peer mediation: A means of differentiating classroom instruction'. Together they form a unique fingerprint.

Cite this