Effects of Prerecorded Sight Words on the Accuracy of Tutor Feedback

Abstract

Six kindergarten students at risk for reading difficulties were taught to tutor each other and provide accurate feedback with the use of a prerecorded sight word model. Students were taught the components of reciprocal peer tutoring and were asked to tutor each other on unknown, phonetically irregular sight words. An A-B-A-B reversal design embedded within a multiple baseline design showed that prerecorded sight words increased students' accurate feedback during peer tutoring and testing. In addition, most students' word identification scores increased from pre-to posttests.

Effects of Peer Tutoring With Audio Prompting on Vocabulary Acquisition for Struggling Readers

“…In addition, research has demonstrated the effectiveness of peer or parent tutoring with low-tech audio prompting to support a naïve tutor and improve limited-English-proficient preschoolers' English vocabulary (Cooke, Mackiewicz, Wood, & Helf, 2009) and kindergartners' acquisition of sight words (Van Norman & Wood, 2008). The present study extended the use of technology support in tutoring to another device, the VoicePod.…”

“…By using a peer tutoring procedure, teachers are able to extend targeted instruction to more students. In addition, academic gains were realized for both partners, adding to literature on reciprocal peer tutoring (e.g., Hughes & Fredrick, 2006;Mastropieri et al, 2001;Van Norman & Wood, 2008).…”

“…In the majority of studies conducted using peer tutoring as an intervention, students had to be carefully paired because the tutor needed to be able to provide correct modeling and appropriate feedback to the tutee. A few studies have been conducted to address the challenge of providing the essential information to a naïve tutor, allowing for correct modeling and feedback (Butler, 1999;Heward, Heron, & Cooke, 1982;Van Norman & Wood, 2008). Heward et al (1982) used a tutor preparation component, "tutor huddle," to ensure that tutors were prepared with correct responses in advance of working with their partners.…”

“…Butler (1999) also used "tutor huddles" within a classwide peer tutoring model that was used to teach sight words to fourth-and fifth-grade students receiving special education services in a self-contained setting. Van Norman and Wood (2008) used audio prompting to increase the accuracy of tutor feedback. They taught kindergarteners to tutor each other on sight words by providing the tutors with word cards that held an embedded voice-output device.…”

Using Audio Prompting to Assist Monolingual Speech-Language Pathologists to Teach English–Spanish Vocabulary to English Learners

“…Children generalized from pictures to real objects. AP with reciprocal tutor feedback has also been used to increase the accuracy of sight words in kindergarteners (Van Norman & Wood, 2008) and to improve vocabulary with peer tutoring for 9- to 11-year-old students (Mackiewicz et al, 2011). AP can be used with a computer or tablet, making it readily available, inexpensive, practical, and easy to use.…”