Abstract
A peer‐mediated instructional procedure, classwide peer tutoring, has been shown to increase the rate and accuracy of students' responses to academic tasks and to improve students' performance on weekly tests. Classwide peer tutoring is a highly structured technique involving task presentation, monitoring, feedback, and error correction, in which all student act as both tutors and tutees. The procedure has not been employed in self‐contained classrooms for students with mild mental retardation. We sought to determine whether students in this population can be taught to use the procedure correctly and the effect of classwide peer tutoring on spelling test performance and on social outcomes. Results indicate that students accurately implemented classwide peer tutoring, that high rates of accurate practice were produced, and that spelling test performance increased by more than 60% correct over baseline. No negative social outcomes were noted. Areas of future research are discussed.
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