Abstract
A peer-mediated instructional procedure termed Classwide Peer Tutoring (CWPT) has been shown to increase the rates and accuracy of student responses to academic tasks and to improve student performance on weekly spelling tests. In addition to replicating previous research, the present investigation evaluated the retention and generalization of words learned using CWPT. Students classified as mildly handicapped participated in daily practice of 10 spelling words using CWPT for 10 weeks. Short- and long-term retention of words practiced was assessed. Results indicated that the students average post-test score was over 84% correct on weekly tests, replicating previous results. When included in a dictation task the following week, 76.2% of previously tutored words were correctly spelled. Short- and longer-term retention measured on posttests was 72% and 69% correct, respectively. Modest improvements in students sight recognition of words practiced during CWPT were obtained. Student failure to learn particular words was attributable to fewer opportunities to practice these words. Further, students reported positive evaluation of CWPT and perceived positive social and self esteem outcomes.
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