Literaturnachweis - Detailanzeige
| Autor/inn/en | Hashimoto, Kazunari; Utley, Cheryl A.; Greenwood, Charles R.; Pitchlyn, Carol L. |
|---|---|
| Titel | The Effects of Modified Classwide Peer Tutoring Procedures on the Generalization of Spelling Skills of Urban Third-Grade Elementary Students |
| Quelle | In: Learning Disabilities: A Contemporary Journal, 5 (2007) 2, S.1-29 (29 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1937-6928 |
| Schlagwörter | Spelling; Generalization; Peer Teaching; Tutoring; Grade 3; Elementary School Students; Retention (Psychology); Mastery Learning; Pretests Posttests; Program Implementation; Student Surveys; Teacher Surveys; Urban Schools |
| Abstract | A single-subject reversal design with counterbalanced phases across two classrooms was used to measure the effects of peer tutoring on the retention and generalization of spelling words in two third-grade general education classrooms. The results revealed that the mean pretest-posttest gain scores during all the peer tutoring phases of the two classes was 31.3, compared to 20.3 in the baseline phases. However, there was no apparent difference between peer tutoring and baseline phases in terms of the percentage correct on retention measures. Generalization test results showed that peer tutoring resulted in 13 to 18 percentage points higher than teacher-led instruction. (Contains 7 tables and 5 figures.) (As Provided). |
| Anmerkungen | Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldw-ldcj.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2021/2/06 |
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