Improving the Reading Skills of Urban Elementary Students through Total Class Peer Tutoring

Autor/inn/en	Kourea, Lefki; Cartledge, Gwendolyn; Musti-Rao, Shobana
Titel	Improving the Reading Skills of Urban Elementary Students through Total Class Peer Tutoring
Quelle	In: Remedial and Special Education, 28 (2007) 2, S.95-107 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
Schlagwörter	High Risk Students; Reading Difficulties; Intervention; Reading Skills; Reading Comprehension; Urban Schools; Tutoring; Sight Vocabulary; Reading Failure; Peer Teaching; Emergent Literacy; Program Effectiveness; Vocabulary Development; Elementary School Students; Oral Reading + Suchen Sie Ihr Suchwort? Problemschüler; Reading difficulty; Leseschwierigkeit; Reading skill; Lesefertigkeit; Leseverstehen; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Förderkonzept; Nachhilfeunterricht; Reading disability; Reading weakness; Leseschwäche; Peer group teaching; Peer Group Teaching; Frühleseunterricht; Wortschatzarbeit; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen
Abstract	This study reports the results of a peer-mediated intervention, total class peer tutoring, on the academic performance of six urban students at risk for reading failure. A multiple baseline design across subjects was used to evaluate the effects of this intervention. The results showed that five of the six students significantly increased their sight-word acquisition and maintenance. All target students' reading fluency and comprehension scores on the standardized "Dynamic Indicators of Basic Early Literacy Skills" (DIBELS) Oral Reading Fluency (DORF) passages were higher during intervention than at baseline. Greater fluency gains were shown on constructed paragraphs that included the tutoring sight words. More modest fluency and comprehension gains were found in DORF passages that did not contain words taught in the intervention. Social validity measures taken from teachers, parents, and students revealed positive evaluations of the intervention. Limitations, future directions in research, and practical implications are discussed. (Author).
Anmerkungen	PRO-ED, Inc. 8700 Shoal Creek Boulevard, Austin, TX 78757-6897. Tel: 800-897-3202; Fax: 800-397-7633; Web site: http://www.proedinc.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10