Reciprocal peer tutoring and repeated reading: Increasing practicality using student groups

Previous research has investigated the efficacy of peer‐mediated repeated reading (RR) interventions carried out by student dyads. This research extends the existing research by investigating the impact of RR on oral reading fluency and comprehension when carried out by a teacher in small groups of...

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Bibliographic Details
Published in:Psychology in the schools 2010-09, Vol.47 (8), p.842-858
Main Authors: Oddo, Maria, Barnett, David W., Hawkins, Renee O., Musti-Rao, Shobana
Format: Article
Language:English
Subjects:
Acceptability
Biological and medical sciences
Comprehension
Drills (Practice)
Educational psychology
Elementary School Students
Elementary School Teachers
Fluency
Fundamental and applied biological sciences. Psychology
Grade 4
Intervention
Interventions
Peer instruction
Peer Teaching
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Pupil and student. Academic achievement and failure
Reading Comprehension
Reading Fluency
Reading Instruction
Small Group Instruction
Small groups
Student Attitudes
Teacher Attitudes
Tutoring
United States (Midwest)
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Summary:Previous research has investigated the efficacy of peer‐mediated repeated reading (RR) interventions carried out by student dyads. This research extends the existing research by investigating the impact of RR on oral reading fluency and comprehension when carried out by a teacher in small groups of fourth‐grade students. Outcomes were analyzed using a multiple baseline single case design across groups in addition to supplementary analyses (dual level and trend criteria, percentage of non‐overlapping data, class box plots). Visual analysis of results indicated that RR was effective in improving levels of reading fluency and reading comprehension skills of four targeted students as well as classwide performance in fluency and comprehension. Acceptability ratings showed that the small group format was easy to implement and acceptable to the teacher and students. Despite positive findings, RR may need to be supplemented by other instructional and practice strategies to promote consistent and comprehensive changes beyond fluency. © 2010 Wiley Periodicals, Inc.
ISSN:0033-3085
1520-6807
DOI:10.1002/pits.20508