Classwide Peer Tutoring Research Articles

Classwide Peer Tutoring: Teaching Students with Mild Mental Retardation in Inclusive Classrooms

This study investigated the academic effects of classwide peer tutoring (CWPT) for students with mild mental retardation (MMR) and their typical peers in inclusive classroom settings. Four students with MMR were integrated in two, general education elementary classrooms during spelling instruction. Dependent measures included performance on weekly tests and direct observations of academic engagement. The results demonstrated increased spelling accuracy and increased levels of engagement for students with MMR and their typical peers during CWPT when compared to traditional teacher-led instruction, suggesting that CWPT is an effective instructional strategy for improving their spelling performance.

Peer tutoring for children with attention deficit hyperactivity disorder: effects on classroom behavior and academic performance.

We investigated the effects of classwide peer tutoring (CWPT) on the classroom behavior and academic performance of students with attention deficit hyperactivity disorder (ADHD). Typical instructional activities were contrasted with CWPT for 18 children with ADHD and 10 peer comparison students attending first- through fifth-grade general education classes. CWPT led to increases in active engagement in academic tasks along with reductions in off-task behavior for most participants. Of students with ADHD, 50% exhibited improvements in academic performance in math or spelling during CWPT conditions, as measured by a treatment success index. Participating teachers and students reported a high level of satisfaction with intervention procedures. Our results suggest that peer tutoring appears to be an effective strategy for addressing the academic and behavioral difficulties associated with ADHD in general education settings.

Increasing Active Student Responding and Improving Academic Performance Through Classwide Peer Tutoring

Classwide Peer Tutoring is a powerful instructional procedure that actively engages all students in a classroom and that promotes mastery, accuracy, and fluency in content learning for students with and without disabilities. The purpose of this article is to discuss Classwide Peer Tutoring as an effective instructional procedure. The article is organized into two major areas: (a) a description of the procedure and (b) efficacy research supporting the practice of the procedure.

An Intervention Strategy to Enhance Spelling Performance and Social Interaction and to Decrease Inappropriate Behaviours of Students with Mild Disabilities and Typical Peers in an Inclusive Instructional Setting

An intervention strategy to enhance spelling performance, social interactions and decrease inappropriate behaviours of students with mild disabilities and typical peers in an inclusive instructional setting This study investigated the ability of Class Wide Peer Tutoring (CWPT) to enhance the social interactions and improve the spelling of three students with mild disabilities and three of their typical peers. Social interactions were assessed using the Multiple Option Observation System for Experimental Studies. Spelling performance was measured by weekly pre-post-tests. Using a single-subject design, the results indicated that the duration of positive social interactions emitted by the students with mild disabilities and their typical peers during the CWPT intervention were dramatically increased. In addition, CWPT produced large gains in academic achievement for both groups of students. The implications of the findings for the use of direct observation and CWPT to enhance the social interactions and spelling performance of students with mild disabilities in the regular education classroom are discussed.

Using Classwide Peer Tutoring to Teach Beginning Algebra Problem-Solving Skills in Heterogeneous Classrooms

This study examined the effectiveness of using classwide peer tutoring (CWPT) in heterogeneous middle school math classrooms to teach students in beginning algebra problem-solving skills. The literature on CWPT demonstrates its effectiveness with basic academic skills, but little research addresses whether CWPT can be effective for teaching higher order thinking skills. This study compared the effectiveness of CWPT with traditional independent student practice. Additionally, the performance of students at risk of math failure (students whose grade in math was a D or an F and/or who scored a stanine of 3 or lower in the math section on a standardized assessment) was compared with the performance of students not at risk of math failure. An analysis of the data indicates that both CWPT and independent student practice were effective strategies for helping students to learn beginning algebra problem-solving skills. Neither strategy was significantly more effective than the other. Students at risk of math failure demonstrated slightly greater performance gains than did students not at risk of math failure. Related findings indicate that CWPT was most effective with 14- and 15-year-old students. Implications for using CWPT for increasing students' higher order thinking skills is discussed as well as its use in heterogeneous classrooms and with middle school students.

The relationship between class-wide peer tutoring, spelling and the social interaction of students with and students without mild disabilities

The relationship between class-wide peer tutoring, spelling and the social interaction of students with and students without mild disabilities

The Research-to-Practice Ball Game

This study examined teachers' receptivity to, and the factors that influence their use of, a practice new to classroom teachers for including students with learning disabilities, classwide peer tutoring (cwpt; fuchs, mathes,' fuchs, 1993). Cwpt is a whole-class approach that uses teacher-orchestrated procedures and peer-mediated practice to supplement reading instruction. forty-four teachers in eight elementary schools participated; 29 teachers in a high-support group received honoraria and access to release time and technical assistance in order to learn about cwpt and how to implement it; 15 teachers in a low-support group received only a copy of the cwpt manual. all teachers attended a 40-minute presentation on cwpt that provided an overview on its components and benefits. measures included surveys administered before and after the initial presentations, observations midpoint in teachers' implementation of cwpt, interim interviews and logs, and a follow-up interview and observation of a subgroup of four imple-mentors. the survey responses of 44 teachers were analyzed and the six implementors were observed and interviewed. results indicated that level of support did not significantly influence teacher interest in or use of cwpt. all implementors made some modifications in the cwpt procedures. discussion focuses on factors that might have influenced teacher Interest in cwpt, their implementation rates, and reasons for teachers' modifications of the practice.

Classwide Peer Tutoring

ClassWide Peer Tutoring is an instructional strategy developed to help teachers individualize instruction, while still providing students with ample opportunity to become actively engaged during instruction. In CWPT, class members are organized into student tutor pairs. Each earns points for completing their role competently. Students change roles during the day, sometimes performing as the student and sometimes as the tutor. CWPT provides the opportunity for students to practice and master what they are learning while encouraging positive social interaction among students. Twelve years of data indicate that at risk students and students with disabilities in programs using CWPT acquired literacy skills at a faster rate, retain more, and made greater advances in social competency than with a variety of standard instructional methods. Need for special education placement, as well as number of dropouts, decreased.

Classwide Peer Tutoring: Effects on the Spelling Performance and Social Interactions of Students with Mild Disabilities and Their Typical Peers in an Integrated Instructional Setting

The effectiveness of Classwide Peer Tutoring (CWPT) to enhance the spelling performance and social interactions of three typical students and three students with mild disabilities was investigated. The classroom ecology was measured using the New Code for Instructional Structure and Student Academic Response (NCISSAR). Social interactions were assessed using the Multiple Option Observation System for Experimental Studies (M.O.O.S.E.S.). Spelling performance was measured by weekly pre-posttests. Using an ABAB single-subject design, results indicated that CWPT resulted in: (a) gains in the spelling accuracy of all students (up to 49%), (b) increases of students' duration of positive social interactions (up to 86%), and (c) high satisfaction ratings for both the students and the teacher. Comparisons between typical students and students with mild disabilities during CWPT suggested no differences in their duration of social interactions. Furthermore, the mean spelling accuracy of the students with mild disabilities was comparable to the spelling accuracy of the typical students (91% vs. 96%, respectively). Implications of the findings for the inclusion of students with mild disabilities in general education settings are discussed.

Peer-Assisted Learning Strategies: Making Classrooms More Responsive to Diversity

The primary focus of this study was to determine the effectiveness of a classwide peer tutoring program in reading for three learner types: low achievers with and without disabilities and average achievers. Twelve schools, stratified on student achievement and family income, were assigned randomly to experimental and control groups. Twenty teachers implemented the peer tutoring program for 15 weeks; 20 did not implement it. In each of the 40 classrooms, data were collected systematically on three students representing the three learner types. Pre- and posttreatment reading achievement data were collected on three measures of the Comprehensive Reading Assessment Battery. Findings indicated that, irrespective of type of measure and type of learner, students in peer tutoring classrooms demonstrated greater reading progress. Implications for policymaking are discussed.

The effects of classwide peer tutoring on correct cardiopulmonary resuscitation performance by physical education majors

Previous research conducted on the effectiveness of basic life support skills courses has reported that participants typically do not achieve correct performance of life support skills. We used a multiple baseline design across subjects to assess the effects of a classwide peer tutoring intervention on the correct cardiopulmonary resuscitation skills of ten physical education majors. The classwide peer tutoring intervention consisted of (a) a checklist, (b) a prompting procedure, and (c) immediate feedback on performance. Procedural fidelity measures were taken on the correct implementation of the basic life supports skill course and on the implementation of the classwide peer tutoring intervention. Results indicated that students achieved and maintained 100% correct performance during the classwide per tuition condition. These results challenge the current polices of the American Red Cross and the American Heart Association who have reduced course performance criteria because participants were not achieving an adequate standard of performance.

Retention and treatment failure in Classwide Peer Tutoring: Implications for further research

Knowledge of basic arithmetic facts aids in the acquisition and speed of performance of arithmetic operations. A peer mediated instructional procedure, Classwide Peer Tutoring (CWPT), has been shown to increase the rates and accuracy of students responses to academic tasks and to improve student performance on a variety of academic tasks. The present investigation evaluated the retention of 100 subtraction items by primary grade-age children with mild disabilities using CWPT for 10 weeks. Short- and long-term retention of items, and rate of correct responding were assessed. Results indicated that the students' average pretest score was 58.0% correct, and their average weekly posttest score was 87.12 correct, a 27% improvement in accuracy. Short- and longer-term retention measured on posttests was 88.7 % and 85.0% correct, respectively. Improvement in students rate of accurate responding to subtraction items practiced during CWPT was obtained. Student failure to learn particular items was not attributable to fewer opportunities to practice these items, less accurate practice, or item difficulty. Students reported positive evaluation of CWPT and perceived positive social and self esteem outcomes. Directions for future research focusing on retention and analysis of treatment failure are suggested.

ClassWide Peer Tutoring: Heterogeneous Instruction in General Education Classrooms

ClassWide Peer Tutoring: Heterogeneous Instruction in General Education Classrooms

ClassWide Peer Tutoring and the Prevention of School Failure

(1995). ClassWide Peer Tutoring and the Prevention of School Failure. Preventing School Failure: Alternative Education for Children and Youth: Vol. 39, Peers as Behavior Change Agents, pp. 21-25.

Classwide peer tutoring: an integration strategy to improve reading skills and promote peer interactions among students with autism and general education peers.

A multiple baseline design across subjects with a reversal was used to examine the effects of classwide peer tutoring relative to traditional reading instruction on reading skills and social interaction time for 3 high-functioning students with autism and their typical peers in integrated, general education classrooms. Traditional reading instruction consisted largely of teacher-led instruction with individual student participation and seat work. Classwide peer tutoring consisted of 25 to 30 min of well-specified instruction in which tutor-learner pairs worked together on a classwide basis on reading fluency and comprehension skills. All students participated in 15- to 20-min unstructured free-time activities immediately following reading instruction. Results of reading assessments demonstrated that classwide peer tutoring increased reading fluency and correct responses to reading comprehension questions for students with autism and their peers. The procedure further increased the total duration of free-time social interactions for students with autism and typical peers, with individual variation in performance.

Achievement, Placement, and Services: Middle School Benefits of Classwide Peer Tutoring used at the Elementary School

In a longitudinal, experimental field trial that spanned Grades 1 to 4, we reported that changes in classroom processes produced by the Class Wide Peer Tutoring (CWPT) Program covaried with statist...

Training Tutoring Skills with Preschool Children with Disabilities in a Classroom Setting

The purpose of this study was to determine whether the practice of reciprocal peer tutoring could be used with preschool-aged children with disabilities in a structured setting. The ages of the pupils ranged from 2 years 3 months to 5 years 8 months. A class-wide peer tutoring model was evaluated using a multiple baseline approach across instructional units. The following steps were specifically trained: (1) discriminative stimulus (SD) presentation; (2) praise; (3) stamp delivery; and (4) corrective feedback. Each child was given opportunities to be both tutor and tutee. Data were collected in two experimental settings. The first setting was in a public school which provided services for preschool children with disabilities. The second setting was a private organization which served children with special needs from birth to three years. The results indicate that peer tutoring skills can be successfully taught and used in the classroom with children as young as 27 months of age. Furthermore, there is some...

Retention and generalization of spelling words acquired using a peer-mediated instructional procedure by children with mild handicapping conditions

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.

Peer Tutoring Effects on the Classroom Performance of Children with Attention Deficit Hyperactivity Disorder

Classwide peer tutoring procedures involve instructional procedures (e.g., provision of frequent, immediate feedback) that are known to be successful for children with Attention Deficit Hyperactivi...

The classwide peer tutoring program: implementation factors moderating students' achievement.

We conducted a study designed to assess implementation of the classwide peer tutoring program and the relationship between implementation variation and student outcome. A clinical replication design was used. Five volunteer elementary teachers were trained to implement the program; their implementation was monitored for 19 consecutive weeks during 1 school year. Overall, the results indicated that specific variations in program implementation were associated with students' responses to treatment. It was also demonstrated that different teachers' applications of the program produced differential levels of student outcome. Implementation factors related to lower spelling achievement were (a) reduced opportunities to receive program sessions, (b) reduced probabilities of students' participation in program opportunities, (c) too many students assigned unchallenging spelling words, and (d) reduced rates of daily point earning reflecting lower levels of spelling practice during tutoring sessions. The implications of these findings and methods of preventing these implementation problems are discussed in the context of quality assurance and social validity.