Comparing Small Group and Tutorial Instruction in Resource Rooms

Jenkins, James J.; Mayhall, William F.; Peschka, Corinne M.; Jenkins, Linda M.

doi:10.1177/001440297404000401

Cited by 69 publications

(23 citation statements)

References 2 publications

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“…First, these procedures have become increasingly easy to implement, and they permit the efficient application of the teacher's and peer tutor's skills in the process of individualizing instruction and managing students' dassroom behavior (e.g., Greenwood, Carta, & Kamps, 1990;Greenwood, Delquadri, & Hall, 1989;Grieger, Kauffman, & Grieger, 1976;Kazdin & Geesey, 1977). Second, these procedures are more effective than some conventional teacher-mediated instructional methods (e.g., Greenwood et al, 1990;Greenwood, Dinwiddie et al, 1984;Jenkins, Mayhall, Peschka, & Jenkins, 1974). Third, compared to teacher-mediated forms ofinstruction, these procedures increase the opportunities for appropriate social interactions among peers.…”

mentioning

confidence: 99%

Effects of Collateral Peer Supportive Behaviors Within the Classwide Peer Tutoring Program

Köhler

Greenwood

1990

J of App Behav Analysis

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A classwide peer tutoring procedure was implemented in an urban elementary school classroom to improve students' spelling performance. Three students combined untrained or collateral tutoring behaviors with the core behaviors initially taught. To explore the function of these natural and spontaneous behaviors, a multielement single-subject experiment with replications was conducted. Results indicated that the additional tutoring behaviors increased (a) the academic response frequencies of 3 tutees and (b) the weekly spelling achievement of 1 target tutee. The remaining class members were successfully taught and continued to use these behaviors over the final 3 weeks of the school year. These findings are discussed with regard to academic instruction, natural communities of peer reinforcement, and the social validation of intervention procedures.DESCRIPTORS: peer tutoring, group contingencies, peer supportive behaviorsPeer tutoring, group-oriented contingencies, and their combinations have become increasingly popular approaches to dasswide instruction in American education over the past decade and a half (e.g

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confidence: 99%

Effects of Collateral Peer Supportive Behaviors Within the Classwide Peer Tutoring Program

Köhler

Greenwood

1990

J of App Behav Analysis

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“…For example, Harris et al (1975) employed a homebased reinforcement program and a response cost procedure to increase weekly assignment completion. Recent investigations have also demonstrated that token reinforcement procedures can be monitored effectively by the peers of underachieving children , and that the peers of underachieving children can effectively tutor children at a number of educational levels (Davis, 1972;Jenkins, Mayhall, Reschka, & Jenkins, 1974;Niedermeyer & Ellis, 1971;Richardson & Havlick, 1975;Shaver & Nuhn, 1971). Until recently most tutorial studies have been evaluated in terms of verbal reports from teachers and students rather than in terms of objective data documenting increased academic performance.…”

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confidence: 99%

Peer Tutoring With or Without Home‐based Reinforcement, for Reading Remediation

Trovato

Bucher

1980

J of App Behav Analysis

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An operant-based corrective reading program was established to study effectiveness of peer tutoring in the school, for reading deficient children. Sixty-nine second to fourth grade students were matched on measures of initial reading ability and level of reading retardation, and randomly assigned to three groups: Peer Tutoring Only, Peer Tutoring with Home Based Reinforcement, and Control. SRA materials were used in training for the experimental groups, supplemented with additional reading materials. The program continued for 15 weeks, in seven public schools. Changes in oral reading accuracy and comprehension were assessed. Both reading and comprehension were significantly increased by peer tutoring, relative to the control group. The addition of home-based reinforcement doubled this increase. The measured gain in oral reading, based upon standardized testing, was 0.19 years for the controls and 1.27 years for peer tutoring with home-based reinforcement. Internal measures of gain showed similar results, and comprehension gains were also comparable. A high rate of compliance with the tutoring program was maintained by the tutors. High ratings of satisfaction were obtained for the program, from all groups of participants. The feasibility of the program for application in the school system is discussed.DESCRIPTORS: reading, tutoring, comprehension, peers, elementary school students Several investigators have demonstrated that contingency management procedures can effectively modify academic performance (Coleman, 1970;Harris, Finfrock, Giles, Hart, & Tsose, 1975;Kazdin & Bootzin, 1972;O'Leary & Drabman, 1971;. These procedures are often costly in terms of teacher time. Measurement and observation of performance, and the management of teacher attention or other contingencies may be impractical in many classroom settings.The behavior of children in school can also be influenced by reinforcement administered at Robertson, DeReus, and Drabman (1976).The separate studies of home-based reinforcement and peer tutoring indicate that potential benefits may accrue from the union of these two methods. The two procedures were studied in combination by Wilson (Note 2), who found that when peer tutoring was combined with a home-based reinforcement procedure, gains in reading accuracy were greater than the gains achieved by peer tutoring alone. In addition, gains achieved in the combined condition were consistent across all subjects whereas gains for peer tutoring alone were found for some subjects but not for others. However, Wilson's study reports data for only five subjects, and no clear effects of contingencies were shown for reading comprehension.In research on reading the importance of reading comprehension is often overlooked. Staats and Butterfield (1965) The present study examined reading accuracy and reading comprehension for groups of children given peer tutoring, with or without an added home-based reinforcement system. Gains were assessed using measures both internal and external to the training program. In additio...

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“…Accordingly, one-to-one instruction is considered beneficial for struggling students, especially those who are at-risk for reading difficulties (Bloom, 1984;Jenkins, Mayhall, Peschka, & Jenkins, 1974;Juel, 1991;Wasik & Slavin, 1993) enabling extensive practice that is accustomed to the needs and capacities of each student. However, studies evaluating the efficacy of such environment, stress the importance of constructed program that is carried by trained certified teachers that have the required pedagogical knowledge and background in the field of reading acquisition (e.g.…”

Section: Individualized Literacy Instructionmentioning

confidence: 99%

Promoting Comprehension Skills among At-Risk First Graders: The Role of Motivation in One-to-One Tutoring Environment

Makhoul¹,

Olshtain²,

Ibrahim³

2015

PSYCH

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The current study investigated the role of motivation in promoting reading comprehension skills among at-risk first graders. For this purpose, 20 at-risk first graders were recruited to participate in an interactive one-to-one tutoring reading comprehension intervention program. Following the children and tutors motivation level, four sub-groups were created: highly motivated children/ highly motivated tutors (HM-T/HM-L), highly motivated children/low motivated tutors (HM-L/ HM-T), low motivated children/highly motivated tutors (LM-L/HM-T) and low motivated children/ low motivated tutors (LM-L/LM-T). The children's progress in comprehension measures was documented. Across different time periods greater improvement was obtained among highly motivated children who were tutored by highly motivated tutor. The implications of the current findings were discussed.

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Comparing Small Group and Tutorial Instruction in Resource Rooms

Cited by 69 publications

References 2 publications

Effects of Collateral Peer Supportive Behaviors Within the Classwide Peer Tutoring Program

Effects of Collateral Peer Supportive Behaviors Within the Classwide Peer Tutoring Program

Peer Tutoring With or Without Home‐based Reinforcement, for Reading Remediation

Promoting Comprehension Skills among At-Risk First Graders: The Role of Motivation in One-to-One Tutoring Environment

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