Classwide Peer Tutoring: Effects on the Spelling Performance and Social Interactions of Students With Mild Disabilities and Their Typical Peers in an Integrated Instructional Setting

Abstract

This study investigated the effectiveness of ClassWide Peer Tutoring (CWPT) to enhance the spelling performance and social interactions of three typical students and three students with mild disabilities.The classroom ecology was measured using the New Code for Instructional Structure and Student Academic Response (NCISSAR). Social interactions were assessed using the Multiple OptionObservation System for Experimental Studies (M.O.O.S.E.S.). Spelling performance was measured by weekly pre-posttests. Using a single-subject design, results indicated that CWPT resulted in: (a) gains in the spelling accuracy of all students (up to 49%), (b) increases of students' duration of positive social interactions (up to 86%), and (c) high satisfaction ratings for both the students and the teacher. Comparisons between typical students and students with mild disabilities during CWPT suggested no differences in their duration of social interactions. Furthermore, the mean spelling accuracy of the students with mild disabilities was comparable to the spelling accuracy of the typical students (91% vs. 96%, respectively). Implications of the findings for the inclusion of students with mild disabilities in regular education settings are discussed. ACKNOWLEDGMENTSCharles Greenwood, my advisor, for his constant guidance and support throughout my odyssia. Your assistance with my comprehensive orals and the writing of my dissertation were probably the two most important victories in completing this program. You were always there for me and I thank you with all my heart. Judith Carta, my coadvisor. You are the cause for me receiving this degree today because without your financial, educational, and moral support I would have never made it that far. You have been kind, generous, and supportive and it was a great pleasure working with you. I will always be thinking about what you and your excellent research group taught me, and I will work as hard as I can to make you proud of me. Thank you. Don Baer, my HDFL advisor. Your constant help and guidance in my writing tremendously contributed to my success with the written comprehensive examinations. Overall, you have been a significant part of my educational experience. Thank you.Cheryl Utlev, my dissertation advisor. This research project was primarily financed by you. You provided funds, computers, materials, administrative support services, observers, staff, advice, literally everything I needed to complete this study. You gave me the "lift" I needed to complete this last requirement. Thank you.Joseph Delguadri, my committee member. You provided ideas about this project and assisted in the coordination between the school district and the teacher. You were always available to help and ν teach me. Thank you.Susan Robinson, my Committee member. Thank you for agreeing to participate in my orals committee with such little notice. You provided important feedback to improve the write-up of this project.