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Pause, Prompt and Praise: The need for more research
Author(s) -
Goyen Judith D.,
McClelland David J.
Publication year - 1994
Publication title -
journal of research in reading
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.077
H-Index - 51
eISSN - 1467-9817
pISSN - 0141-0423
DOI - 10.1111/j.1467-9817.1994.tb00058.x
Subject(s) - praise , tutor , peer tutor , psychology , mathematics education , interpretation (philosophy) , developmental psychology , pedagogy , social psychology , computer science , programming language
The purpose of the study was to evaluate Pause, Prompt and Praise as a cross‐age peer‐tutoring procedure in the primary school. The 18 tutees and 18 tutors were all poor readers, the tutees being selected from Year 4 and the tutors from Year 6. The tutor‐tutee pairs were randomly divided into three treatments: (a) tutors trained to use the Pause, Prompt and Praise procedure; (b) tutors not given any explicit training; and (c) a control group of Year 4 and Year 6 students not involved in any peer‐tutoring experience. Results varied according to the method of analysis used. Subjective interpretation of gain scores seemed to suggest that Pause, Prompt and Praise was the most effective treatment for both tutees and tutors, while the ANOVA of gain scores suggested that it was the tutoring experience that was effective, not Pause, Prompt and Praise. The more rigorous ANCOVA, on the other hand, suggested that neither tutoring condition was effective for either the tutees or tutors. The use of gain scores in previous evaluations of Pause, Prompt and Praise was questioned.