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Reciprocal peer tutoring and repeated reading: Increasing practicality using student groups
Author(s) -
Oddo Maria,
Barnett David W.,
Hawkins Renee O.,
MustiRao Shobana
Publication year - 2010
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/pits.20508
Subject(s) - fluency , psychology , reading comprehension , comprehension , peer tutor , reading (process) , psychological intervention , mathematics education , multiple baseline design , developmental psychology , computer science , intervention (counseling) , linguistics , philosophy , psychiatry , programming language
Abstract Previous research has investigated the efficacy of peer‐mediated repeated reading (RR) interventions carried out by student dyads. This research extends the existing research by investigating the impact of RR on oral reading fluency and comprehension when carried out by a teacher in small groups of fourth‐grade students. Outcomes were analyzed using a multiple baseline single case design across groups in addition to supplementary analyses (dual level and trend criteria, percentage of non‐overlapping data, class box plots). Visual analysis of results indicated that RR was effective in improving levels of reading fluency and reading comprehension skills of four targeted students as well as classwide performance in fluency and comprehension. Acceptability ratings showed that the small group format was easy to implement and acceptable to the teacher and students. Despite positive findings, RR may need to be supplemented by other instructional and practice strategies to promote consistent and comprehensive changes beyond fluency. © 2010 Wiley Periodicals, Inc.