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Teaching peer‐tutoring behaviors in first‐ and third‐grade classrooms
Author(s) -
Jason Leonard A.,
Ferone Louise,
Soucy Gerald
Publication year - 1979
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(197904)16:2<261::aid-pits2310160217>3.0.co;2-u
Subject(s) - praise , peer tutor , psychology , multiple baseline design , mathematics education , intervention (counseling) , social psychology , psychiatry
Peer tutoring programs represent an innovative approach for optimally utilizing resources existing within classrooms. While most tutoring programs have been aimed at helping tutees or tutors with academic difficulties, the present study involved all children in two classrooms in a peer tutoring project. A multiple baseline design indicated that prompting was effective in establishing tutoring behaviors among the children. By program end, all children were using corrective feedback, re‐presenting questions, and employing contingent praise. Positive findings also were shown in academic, behavioral, and consumer satisfaction indices. In addition, 50% of children reported using peer‐tutoring skills outside of the formal program.