Peer Tutoring for Reading Fluency as a Feasible and Effective Alternative in Response to Intervention Systems

被引：26

作者：

Dufrene B.A. ^{[1
]}

Reisener C.D. ^{[2
]}

Olmi D.J. ^{[1
]}

Zoder-Martell K. ^{[1
]}

McNutt M.R. ^{[1
]}

Horn D.R. ^{[1
]}

机构：

[1] The University of Southern Mississippi, Hattiesburg, MS 39406

[2] Department of Counseling and Educational Psychology, Mississippi State, MS 39762, 175 President's Circle, 508 Allen Hall

来源：

Journal of Behavioral Education | 2010年 / 19卷 / 3期

关键词：

Curriculum-based measurement; Peer tutoring; Response to Intervention; Treatment integrity;

D O I：

10.1007/s10864-010-9111-8

中图分类号：

学科分类号：

摘要：

Peer tutoring is an evidence-based procedure for improving academic performance for a variety of skill areas. The current study evaluated the feasibility and impact of a peer tutoring package for reading fluency with 4 middle school students receiving Tier II remedial supports. This study used a multiple baseline design across participants to evaluate impact of the peer tutoring procedure on students' oral reading rate on instructional passages. Results indicated that students' oral reading rate on instructional probes increased following implementation of the peer tutoring procedure. Moreover, peer tutors implemented most steps of the procedure with a high degree of integrity. Results are discussed in terms of contributions to the peer tutoring and Response to Intervention literatures, as well as application to applied practice. © 2010 Springer Science+Business Media, LLC.

引用

页码：239 / 256

页数：17