Applying Peer Tutoring to Spelling with Elementary-Aged Students

Autor/inn/en	Lundberg, Ashlee; Petersen-Brown, Shawna; Houlihan, Daniel D.; Panahon, Carlos; Wagner, Dana
Titel	Applying Peer Tutoring to Spelling with Elementary-Aged Students
Quelle	In: Journal of Applied School Psychology, 39 (2023) 2, S.107-129 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-7903
DOI	10.1080/15377903.2022.2052218
Schlagwörter	Peer Teaching; Tutoring; Spelling; Elementary School Students; Grade 2; Spelling Instruction; Accuracy; Instructional Effectiveness; Rural Schools; Teaching Methods + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Förderkonzept; Nachhilfeunterricht; Schreibweise; School year 02; 2. Schuljahr; Schuljahr 02; Orthographieunterricht; Rechtschreibunterricht; Unterrichtserfolg; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Peer tutoring methods were implemented in a 2nd grade classroom using an alternating treatments design with a baseline. In the baseline phase, 18 participants spelled words they had not yet learned. During the treatment phase, teacher-led spelling instruction was alternated each week with peer tutoring for spelling. Peer tutoring for spelling was applied through two activities targeting accuracy and fluency. Both teacher-led instruction and peer tutoring for spelling resulted in greater improvement from the weekly pretest to posttest in both words spelled correctly and correct letter sequences than baseline. Peer tutoring for spelling led to greater improvements in performance and was more acceptable to students. This study expanded on the limited literature on evidence-based practices for spelling instruction and supports previous findings that explicit spelling instruction yields greater spelling performance than no spelling instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01