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Related Experiment Videos

Field replication of classwide peer tutoring.

C R Greenwood, G Dinwiddie, V Bailey

    Journal of Applied Behavior Analysis
    |January 1, 1987
    PubMed
    Summary

    Classwide peer tutoring significantly improved spelling performance for inner-city students. This educational strategy yielded greater gains than traditional teacher instruction for all learners.

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    Area of Science:

    • Educational Psychology
    • Instructional Design
    • Special Education

    Background:

    • Classwide peer tutoring is an instructional strategy.
    • Replication studies are crucial for validating educational interventions.

    Purpose of the Study:

    • To replicate the effectiveness of classwide peer tutoring for spelling instruction.
    • To compare peer tutoring outcomes against traditional teacher-led instruction.

    Main Methods:

    • A large-scale field replication study involving 211 first- and second-grade students.
    • A group replication design comparing classwide peer tutoring to teacher procedures.
    • Pretest probes were used to assess initial spelling levels.

    Main Results:

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    • Both methods improved spelling performance; peer tutoring yielded statistically greater gains.
    • Effectiveness was consistent across student groups (low and high pretest), classes, and over time.
    • Participant satisfaction with peer tutoring was high.

    Conclusions:

    • Classwide peer tutoring is an effective and preferred method for enhancing spelling skills.
    • The intervention demonstrates consistent positive outcomes for diverse student populations.
    • Further research should explore the social importance of treatment outcomes for different student groups.