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PEER TUTORING WITH OR WITHOUT HOME‐BASED REINFORCEMENT, FOR READING REMEDIATION
Author(s) -
Trovato Joseph,
Bucher Bradley
Publication year - 1980
Publication title -
journal of applied behavior analysis
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.1
H-Index - 76
eISSN - 1938-3703
pISSN - 0021-8855
DOI - 10.1901/jaba.1980.13-129
Subject(s) - peer tutor , reinforcement , reading (process) , psychology , reading comprehension , comprehension , peer group , control (management) , developmental psychology , mathematics education , computer science , social psychology , artificial intelligence , political science , law , programming language
An operant‐based corrective reading program was established to study effectiveness of peer tutoring in the school, for reading deficient children. Sixty‐nine second to fourth grade students were matched on measures of initial reading ability and level of reading retardation, and randomly assigned to three groups: Peer Tutoring Only, Peer Tutoring with Home Based Reinforcement, and Control. SRA materials were used in training for the experimental groups, supplemented with additional reading materials. The program continued for 15 weeks, in seven public schools. Changes in oral reading accuracy and comprehension were assessed. Both reading and comprehension were significantly increased by peer tutoring, relative to the control group. The addition of home‐based reinforcement doubled this increase. The measured gain in oral reading, based upon standardized testing, was 0.19 years for the controls and 1.27 years for peer tutoring with home‐based reinforcement. Internal measures of gain showed similar results, and comprehension gains were also comparable. A high rate of compliance with the tutoring program was maintained by the tutors. High ratings of satisfaction were obtained for the program, from all groups of participants. The feasibility of the program for application in the school system is discussed.