Title page for ETD etd-11142005-151539


Type of Document Master's Thesis
Author Esteve, Brian M
URN etd-11142005-151539
Title Reciprocal Peer Tutoring and Treatment Integrity of Elementary School Students
Degree Master of Arts (M.A.)
Department Psychology
Advisory Committee
Advisor Name Title
George H. Noell Committee Chair
Kristin Gansle Committee Member
Nathan Call Committee Member
Keywords
  • reciprocal peer tutoring
  • treatment integrity
  • elementary school students
Date of Defense 2005-10-10
Availability unrestricted
Abstract
Academic concerns are the most common reason students are referred for special services in schools. This obviously leads to the necessity for schools to have secondary prevention services in place to address the needs of students who are struggling. Peer tutoring, in its various forms, has been well documented as an effective and inexpensive intervention for all academic areas. Despite the promise of peer tutoring, research evidence suggests that teachers may not consistently carry out their roles in the peer tutoring process with sufficient accuracy to ensure positive outcomes. One possible solution to this problem is to have a consultant directly monitor the intervention. The purpose of this study was to use the well established procedures of Reciprocal Peer Tutoring and Classwide Peer Tutoring to develop an effective peer tutoring process that can be implemented with an absolute minimum of teacher involvement. Students were responsible for initiating the tutoring sessions, collecting data, evaluating their performances, and administering rewards. Students' work was evaluated and monitored by the consultant rather than the teacher. The results demonstrated that the students implemented the reciprocal peer tutoring procedures with high accuracy and integrity. As a result, the students showed increases in their sight word acquisition. Limitations and future directions are discussed.
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