Peer‐mediated Instruction: Teaching Spelling to Primary Schoolchildren With Mild Disabilities

Classwide Peer Tutoring: Teaching Students with Mild Mental Retardation in Inclusive Classrooms

“…Overall, the positive academic outcomes reported in this study supported previous research demonstrating the effectiveness of classwide peer tutoring as an instructional strategy for students with mild mental retardation and their typical peers (e.g., Harper et al, 1991;Sideridis, 1995;Utley et al, 1993). The positive statements from the general education teachers regarding the academic and social benefits of classwide peer tutoring for their students adds social validity to the study outcomes that were investigated.…”

“…For example, students with mild mental retardation have been reported to spend less than 50% of their reading period in self-contained settings engaged in behaviors such as reading aloud and writing that facilitated gains in literacy (Utley et al, 1993). classwide peer tutoring has been successfully used to increase academic engagement and achievement in math, reading, and spelling for general education and at-risk students (Greenwood, Delquadri, & Hall, 1984;Kohler & Greenwood, 1990;Maheady & Harper, 1987); to increase spelling achievement for general education elementary students (Delquadri et al, 1983) and for students with mild disabilities in self-contained classrooms (Harper, Mallette, Maheady, Parkes, & Moore, 1993;Harper, Mallette, & Moore, 1991); to increase social studies comprehension for junior high students with mild disabilities in a resource room setting (Maheady, Harper, & Sacca, 1988); and to increase reading achievement for highfunctioning students with autism and their typi-cal peers in an inclusive, general education classroom (Kamps, Barbetta, Leonard, & Delquadri, 1994). -, Despite the movement toward inclusion, classwide peer tutoring research on the academic benefits for students with mild mental retardation in inclusive, general education classrooms is limited (Mortweet, 1995).…”

The Effects of Peer Tutoring on Academic Performance of Students With Disabilities in Grades 6 Through 12: A Synthesis of the Literature

“…Extensive peer tutoring research at the elementary level has predominantly shown improved outcomes in language arts areas such as reading fluency and comprehension (e.g., Allor, Fuchs, & Mathes, 2001;D. Fuchs, Fuchs, & Burish, 2000;Mathes, Grek, Howard, Babyak, & Allen, 1999), sight word reading (e.g., Heward, Heron, Ellis, & Cooke, 1986;Koury & Browder, 1986), spelling (e.g., Greenwood, Delquadri, & Hall, 1989;Harper, Mallette, Maheady, Parkes, & Moore, 1993;Harper, Mallette, & Moore, 1991;Kohler & Greenwood, 1990), and basic math skills (e.g., Beirne-Smith, 1991;L. S. Fuchs, Fuchs, & Karns, 2001;L.…”

Peer-Mediated Instruction and Interventions

“…Peer tutoring strategies have been used effectively with students from ethnic, international, and multicultural/bilingual backgrounds (e.g., African-American and Hispanic-American groups) (Greenwood, Carta, Walker, Arreaga-Mayer, & Dinwiddie, 1988;Greenwood, Delquadri, & Hall, 1989;Harper, Mallette, & Moore, 1991;King-Sears & Bradley, 1995;. Peer tutoring has occurred with multicultural/bilingual students of all languages, ages, achievement levels, socioeconomic levels, as well as diverse subject matter.…”