Effects Of Classwide Peer Tutoring Research Articles

Classwide peer tutoring in a martial arts alternative education program: Enhancing social and psychomotor skills

Alternative Education Settings (AES) aim to provide active and inspiring instructional strategies that would reengage students at-risk in learning and improve their academic achievements. Classwide Peer Tutoring (CWPT) is an evidence-based instructional method that when combined with behaviorally oriented procedures yields positive effects on academic performance. The purpose of this study was to examine whether CWPT could advance the social and motor performance of four third-grade students in an innovative martial arts program in an urban charter school. An ABAB single subject design was used to examine the effects of CWPT on social skills (i.e., providing and receiving feedback) and correct motor performance. Results suggested improvement in social performance for three participants and mixed results for motor performance. Implications for practice in AES programs are provided.

Effects of classwide peer tutoring on academic achievement, self-leadership and interpersonal ability of nursing students

Effects of classwide peer tutoring on academic achievement, self-leadership and interpersonal ability of nursing students

Working in the Classroom

Idioms occur frequently in classroom language. Students with literacy or language weaknesses are often challenged by idioms; therefore, the failure to comprehend idioms can impact academic performance. Four 7th-grade female students (mean age: 12 years, 6 months) participated in a multiple baseline single subject study during their general education intensive reading class. Three sets of idioms were taught to examine the effects of classwide peer tutoring (CWPT) intervention on idiom comprehension. Following implementation of CWPT, comprehension of most idiomatic phrases increased and remained largely stable as indicated through visual analysis. Teaching idioms with CWPT was flexible, effective, and time-efficient in a general education classroom setting. Speech language pathologists collaborating with educators should provide evidence-based interventions as guided by educational standards and curriculum. Response to intervention provides a framework to implement a classroom intervention for all students to facilitate idiom understanding.

Applying a Randomized Interdependent Group Contingency Component to Classwide Peer Tutoring for Multiplication Fact Fluency

Researchers have documented the positive effects of classwide peer tutoring on academic performance, engagement, and other social behaviors of students with and without disabilities. Commonly, in classwide peer tutoring, students are paired and the class is divided in half. Points are awarded for tutoring behavior and academic responding during the tutoring session. At the end of the session, the half of the class with the most points earns a reward. In the current study, a fifth-grade teacher implemented classwide peer tutoring for multiplication facts. Instead of the traditional reinforcement system, a randomized classwide interdependent group contingency was implemented. Applying a multiple-probe design across problem sets, students demonstrated increased multiplication fact fluency across three problem sets. Discussion focuses on applied implications for contingency management when implementing classwide peer tutoring programs.

ClassWide Peer Tutoring: Two Experiments Investigating the Generalized Relationship Between Increased Oral Reading Fluency and Reading Comprehension

We conducted two experiments designed to investigate the effects of ClassWide Peer Tutoring (CWPT) on oral reading fluency and the generalization to students’ rate and level of reading comprehension. First, an alternating treatment design was used to compare two sixth-grade, general education students’ rates and level of oral reading comprehension when tutored (experimental passages) to when not tutored (control passages). Significant differences were found on all dependent measures across participants favoring tutored passages. Two additional sixth-grade students with reading skill deficits participated in Experiment 2. Although Experiment 2 used the same design, students were exposed to only a portion of the passage during tutoring; thus, near generalization to the remainder of the tutored passage was assessed. Significant differences were not found in the direction of CWPT partially tutored passages across any of the measures. Limitations of this research and implications for future research are discussed.

The Effects of Classwide Peer Tutoring on the Reading Achievement of Urban Middle School Students

This study investigated the effects of Classwide Peer Tutoring (CWPT) on the reading skills of urban middle-school students using novels as the curriculum. Teacher-led instruction was compared with CWPT and CWPT plus a loery contingency for appropriate on-task and tutoring behaviors. Three sixth- grade general education reading classes under the direction of one teacher participated. Data were collected on all students from weekly wrien tests of vocabulary and comprehension. Additional oral reading rate and academic engagement data were collected from three "low-achieving" target students. Overall, results demonstrated improved performance on weekly tests under CWPT conditions compared with teacher-led instruction. CWPT plus loery resulted in further increases. Data also revealed differences in the types of academic responses made during teacher-led instruction and CWPT and increases in oral reading rates for two target students. These findings suggest that CWPT, particularly CWPT plus loery, can improve the reading skills of urban middle school students.

Classwide Peer Tutoring in Physical Education: Assessing Its Effects as an Inclusion Strategy with Kindergartners with Autismn

Researchers, textbooks authors, and educational policy makers recommend peer tutoring as an inclusion strategy for students with autism. However, there is little, if any, research supporting these recommendations in physical education. We assessed the effects of classwide peer tutoring (CWPT) in teaching catching skills to two typically developing peers and two children diagnosed with autism in kindergarten. A single subject withdrawal design assessed the effects of CWPT on total catches and correct catches. Results show that CWPT improved total and correct catches for the two students with autism. The results for the typically developing peers were mixed. These findings, while requiring further research, provide initial evidence to support CWPT as an inclusion strategy for children with autism in physical education.

The Relative Effects of Classwide Peer Tutoring and Peer Coaching on the Positive Social Behaviors of Children With ADHD

This study investigates the effects of Classwide Peer Tutoring (CWPT) and peer coaching on the peer social behaviors of children with ADHD. A single-subject, multiple-baseline design is used with three elementary-school students in Grades 3 and 4. Following a baseline period, CWPT is implemented in each student’s classroom. During the second intervention phase, CWPT is continued and peer coaching is added. Peer social behaviors are observed in both academic and social settings, with a primary focus on intervention effects on the latter setting. Results suggest that students participating in CWPT are actively and positively engaged with their peers while carrying out the CWPT program in the academic setting. However, when only CWPT is implemented, increases in positive peer social behaviors are not observed in social settings. The addition of peer coaching results in enhanced social behaviors during recess and lunch.

Using Peer Tutoring to Increase Social Interactions in Early Schooling

The purpose of this study is to evaluate the effects of classwide peer tutoring (CWPT), a peer-mediated teaching approach, on the social interaction behavior of children who are English language learners and children who are native English speakers. Two second-grade classrooms from an elementary school were selected as the research setting. CWPT was the independent variable, and children's frequency of social interactions was the dependent variable. All children from the two settings were observed and videotaped during the study. Findings of this study indicated that CWPT was as effective for English language learners as it has been for native English speakers in shaping positive social interactions. In both groups, children engaged in very few negative behaviors. Questionnaires from the teachers and students indicated that both groups enjoyed the CWPT process, and they intended to continue using CWPT. The findings encourage teachers of English language students to implement CWPT regularly in their natural classroom settings. The results also indicate that the appropriate arrangement of learning environments is critical for children's social interactions. The opportunities provided for social interactions contribute significantly to the educational success of English language students despite their limited English proficiency.

The effects of classwide peer tutoring on the spelling achievement of first graders with learning disabilities.

Abstract An ABAB reversal design was used over the course of 26 weeks to examine the effects of reciprocal Classwide Peer Tutoring on the number of words spelled correctly on weekly tests by four first graders with learning disabilities who were fully included in a regular classroom. During the baseline condition, students were instructed using a traditional approach which included completing activities in a basal spelling series. During the reciprocal Classwide Peer Tutoring condition, students worked in dyads to practice spelling words for three days each week for 20-minute sessions. Results demonstrated that all four students spelled substantially more words correctly in the Classwide Peer Tutoring condition (8-10 words each week) when compared to the baseline condition (2 to 7 words each week). ********** The growing diversity in America's classrooms has presented teachers with the challenge of providing and facilitating effective instruction for a wide range of learners, including those with disabilities. In order for all students to attain success in the regular classroom, each must be provided with frequent opportunities to respond to instruction. The frequency of student responding is an essential component for the acquisition and retention of academic skills (e.g., King-Sears & Bradley, 1995; Heward, 1994; Maheady & Harper, 1987). One way to keep all learners actively engaged in learning is through the use of peer-mediated instruction. Peer mediated instruction programs are a set of alternative teaching arrangements in which students serve as instructors assisting their classmates. This arrangement allows for frequent response opportunities and immediate and constructive feedback. The teacher's role changes from primary deliverer of instruction to facilitator and monitor (Maheady, 2001). Peer mediated instruction has positively impacted all students in general education classrooms by accelerating the learning of both lower and higher achieving students. Classwide Peer Tutoring (CWPT) is one peer mediated instructional arrangement that has been demonstrated to be effective for a wide range of learners (Greenwood et al., 2001). Specifically, CWPT has been empirically validated for the following populations: * at-risk first graders learning reading, spelling, and math skills (Greenwood & Delquadri, 1995), * mildly disabled and nondisabled elementary students learning social studies content (Maheady, Sacca, & Harper, 1988), * students with limited English proficiency learning reading skills (Greenwood, Arreaga-Mayer, Utley, Gakiv, & Terry, 2001), * second graders learning basic math facts (Harper, Mallette, Maheady, & Clifton, 1990), * students with autism learning reading skills (Kamps, Barbetta, Leonard, & Delquadri, 1994), * fourth and fifth graders with learning disabilities learning sight words (Butler, 1999), * students with attention deficit hyperactivity disorder learning math skills (DuPaul & Henningson, 1993), * and students with mental retardation learning spelling words (Mallette, Harper, Maheady, & Dempsey, 1991). This body of research reveals that students ranging in grade and ability levels can attain academic success when participating in reciprocal CWPT arrangements. This investigation employed the Classwide Peer Tutoring--Learning Management System developed by Greenwood et al., 2001. This investigation was designed to extend the findings of Classwide Peer Tutoring to Mississippi first graders with learning disabilities. Specifically, the following research questions were addressed: What are the effects of Classwide Peer Tutoring on the number of words spelled correctly on weekly spelling tests? What are the students' opinions of Classwide Peer Tutoring? What is the teacher's opinion of Classwide Peer Tutoring? METHOD Participants and Setting Four first graders (two boys and two girls) with learning disabilities participated in this investigation. …

Classwide Peer Tutoring with or without Reinforcement: effects on academic responding, content coverage, achievement, intrinsic interest and reported project experiences

ABSTRACT The present study examined the effects of Classwide Peer Tutoring (CWPT) under two conditions‐‐with reinforcement (CWPT+ R) and without reinforcement (CWPT‐‐ R)‐‐on 77 students’ spelling performance and intrinsic interest in lower secondary school Integrated Science. The students displayed educational attainments in the average range. Both CWPT approaches led to significant improvements in spelling test performance. Both groups also evaluated the programme positively. However, the CWPT+ R group made significantly greater learning gains than did the CWPT‐‐ R students. These appeared to be related to higher levels of academic responding. Despite their impressive spelling gains, students in the CWPT+ R group displayed significantly lower intrinsic interest in Integrated Science after involvement in CWPT. However, great caution should be exercised in interpreting this last result, as statistically significant effects werenot found when group differences at post‐test were examined by way of t‐test and analysis of covariance methods. In summary, the data from this study suggest: (a) that the CWPT method of instruction is useful for helping lower secondary school students, (b) that reinforcers may increase learning gains by encouraging higher rates of responding, but (c) that there is an indication, subject to caution, that these reinforcers may possibly depress intrinsic interest in an academic activity (science in the case of this study).

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.

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.

Facilitating Mainstreaming of Students with Behavioral Disorders Using Classwide Peer Tutoring

This study investigated the effects of classwide peer tutoring (CWPT) on the academic performance of students with behavioral disorders and the highest, middle, and lowest performing strata of nondisabled students in a regular education history class. Seven students with disabilities and 52 nondisabled high school students participated in the study. Results showed that CWPT was associated with increases in the individual test scores of the students with behavioral disorders and with statistically significant increases in the average test scores for the groups of highest, middle, and lowest achieving students. The students and the classroom teacher suggested continuing this program. Procedures were discussed for reducing the implementation costs of CWPT in high school settings.

Classwide peer tutoring with mildly handicapped high school students.

Effects of classwide peer tutoring (CWPT) on the academic performance of 14 mildly handicapped and 36 nondisabled students enrolled in three 10th-grade social studies classrooms were examined. Effects were analyzed using a multiple baseline design across settings with a withdrawal of treatment in two classrooms. Analysis of results indicated that the implementation of CWPT produced an average increase of 21 points on weekly tests. With CWPT 60% of all students earned “A” grades, failing grades were virtually eliminated, and no mildly handicapped students received grades below “C”. Anecdotal student and teacher comments were positive. Implications for secondary, mainstreamed students and teachers were discussed.

Field replication of classwide peer tutoring.

We conducted a large-scale field replication study of classwide peer tutoring applied to spelling instruction (Greenwood, Delquadri, & Hall, 1984). Two hundred and eleven inner-city students in four schools participated during their first- and second-grade school years. The effects of classwide peer tutoring were compared to teacher instructional procedures and pretest probes using a group replication design (Barlow, Hayes, & Nelson, 1984). Analysis of group and individual results indicated that (a) both teacher instructional procedures and classwide peer tutoring were effective in increasing spelling performance above pretest levels, (b) peer tutoring produced statistically greater gains relative to the teachers' procedures for both low and high student groups formed on pretest levels, (c) these outcomes were representative of groups, classes, individuals, and years during the project, and (d) participant satisfaction with the program was generally high. A separate analysis of the social importance of treatment outcome revealed differential findings for low and high groups related to pretest levels. Implications of these findings are discussed.