Peer-Mediated Instruction: A Promising Approach to Meeting the Diverse Needs of LD Adolescents

Abstract

This article focuses on the role peer-mediated instructional approaches may play in improving the academic and social performance of secondary learning disabled students. Two peer-teaching programs, Classwide Peer Tutoring and Classwide Student Tutoring Teams, are described, as well as findings from recent investigations in mainstream and resource room settings. Implications for teacher preparation are reviewed.

Academic Effects of Peer-Mediated Interventions With English Language Learners

“…Many researchers use the term PMIs when referring to either peer pairing/ peer tutoring or collaborative/cooperative grouping (Maheady, Harper, & Sacca, 1988;Wexler, Reed, Pyle, Mitchell, & Barton, 2015). In peer pairing, students work in partners (dyads) to tutor each other (Greenwood, Delquadri, & Hall, 1989).…”

Working in the Classroom

“…CWPT is an empirically supported intervention in which tutor-tutee dyads in a classroom instruct one another (Abbott, Greenwood, Buzhardt, & Tapia, 2006; Delquadri, Greenwood, Stretton, & Hall, 1983; Greenwood, Terry, Arreaga-Mayer, & Finney, 1992; Kamps, Barbetta, Leonard, & Delquadri, 1994; Kamps et al, 2008; Maheady, Mallette, & Harper, 2006; Veerkamp, Kamps, & Cooper, 2007). The effectiveness of CWPT has been demonstrated across subject areas including but not limited to music, spelling, basic sight words, math, oral reading rates, vocabulary, reading comprehension, and social studies (Darrow, Gibbs, & Wedel, 2005; Delquadri et al, 1983; Delquadri, Greenwood, Whorton, Carta, & Hall, 1986; Greenwood et al, 1987; Maheady, Sacca, & Harper, 1988; Simmons, Fuchs, Fuchs, Mathes, & Hodge, 1995).…”

“…CWPT program components have been extended across elementary school, middle school, and secondary students (Fuchs, Fuchs, Mathes, & Simmons, 1997; Greenwood et al, 1992; Kamps et al, 2008; Veerkamp et al, 2007). Students have also been reported to benefit from CWPT with mild and moderate disabilities, learning disabilities, hearing impairments, and autism, as well as English language learners and students with a background of low socioeconomic status (Butler, 1999; Delquadri et al, 1983; Greenwood et al, 1987; Greenwood, Arreaga-Mayer, Utley, Gavin, & Terry, 2001; Kamps et al, 1994; Maheady et al, 1988; Saenz, Fuchs, & Fuchs, 2005; Simmons et al, 1995).…”

Promoting Success in the Mainstream: Collaborative Social Skills Instruction

“…Once the students with learning problems master essential social skills, cooperative learning permits practice of these skills. Peer tutoring also has the potential for improving interpersonal interaction once basic skills are taught (Maheady, Harper, & Sacca, 1988). Parents can encourage their child to invite other children to the home, as well as involve the child in after-school activities, including clubs and organized sports.…”