An overview and research summary of peer-delivered corrective reading instruction.

Abstract

The purpose of this paper is to provide an overview and research summary of peer-delivered Corrective Reading instruction. Emphasis is placed on a program entitled, Project PALS (Peer-Assisted Learning System) conducted in Washington State. It has been shown that Project PALS can improve the reading performance of high school students who have difficulty reading, including students at risk for school failure and those identified to receive education services. Finally, areas of future research are discussed. ********** Educational reform is at the forefront of national debates. The public is concerned about low achieving public schools; federal and state governments are taking action to instill changes in our schools so that academic success by all children can be realized. Statewide academic testing at various grade levels is being conducted nationwide for accountability and assessment purposes. Educators continue to search for school reform models and procedures that can make a difference in the education of our youth. Behavior analysis in education is a missing voice in current school reform and policy literatures. Parents and education consumer groups need to be convinced of the utility of behavior analysis in education to education reform for EVERY learner, and beyond special learners. John Stone's work (see http://cpaa.asu.edu/cpaa/v4n8.html and http://www.education-consumers.com) is one good source. There are several reasons why behavior analysts are in a prime position to have a great deal of impact on this school reform movement. First, behavior analysts routinely take the kinds of data the public and funding agencies want. Behavior analysts collect both summative and formative data. In fact, one of the attributes that distinguishes behavior analysts from others is their demand for and collection of data. Second, behavior analysts are trained to make data-based decisions. If the kinds of outcomes we expect are not being demonstrated, changes will be made. However, these changes will be made based on data rather than on testimonials or opinions. Third, behavior analysts have the technology to make meaningful changes in school settings. Effective instructional techniques stem from or are consistent with a behavioral framework. These procedures include, but are not limited to, Direct Instruction, Precision Teaching, Personalized System of Instruction, and Programmed Instruction (West & Hamerlynck, 1992) as well as Class-Wide Peer Tutoring, Strategic Instruction, and Cooperative Learning (Meese, 2001). Finally, behavior analysts have expertise in other areas of learning (e.g., functional living skills) that can be adapted to the teaching of academic skills. For example, peer- delivered instruction has a long and rich research base (Fulk & King, 2001; Lindsley & Johnson, 1997; Maheady, Sacca, & Harper, 1988; Meese, 2001). Therefore, taken together, behavior analysts are in a position to make a meaningful and significant impact in our public schools. This paper will address a serious academic problem in the U.S.; specifically, the reading deficits of our middle school and high school students will be examined. Instructional programs and techniques (i.e., Direct Instruction and peer-mediated strategies) that have been applied to this problem will be discussed. Finally, areas of future research will be presented. Project Follow-Through was the largest educational experiment in history, yet the databased results vindicating Direct Instruction and Behavior Analysis models were ignored and (allegedly) covered up. See Lindsley (1984, 1992) as well as http://darkwing.uoregon.edu/~adiep/ft/151toc.htm for further information. Overview of Reading Problems Over the years whole groups of high school students have experienced leaming failures, particularly in the area of reading, not necessarily because of cognitive deficits but because of poor instruction. …