Retention and generalization of spelling words acquired using a peer-mediated instructional procedure by children with mild handicapping conditions

Academic Effects of Peer-Mediated Interventions With English Language Learners

“…Although there is emerging evidence that supports the use of PMIs with ELLs, there is an extensive literature base that supports the use of PMIs for improving learning of students with disabilities in mathematics (Baker, Gersten, & Lee, 2002;L. S. Fuchs, Fuchs, & Karns, 2001; L. S. Fuchs, Fuchs, Yazdian, & Powell, 2002), reading (Allor, Fuchs, & Mathes, 2001; D. Fuchs, Fuchs, & Burish, 2000), science (Bowman-Perrott, Greenwood, & Tapia, 2007;Mastropieri et al, 2006), social studies (Mastropieri, Scruggs, Spencer, & Fontana, 2003;Scruggs, Mastropieri, & Marshak, 2012), and spelling (Greenwood et al, 1989;Harper, Mallette, Maheady, Parkes, & Moore, 1993).…”

Tutoring System Innovations

“…Within the last 20 years, practitioners have shifted their tutoring focus from the more traditional academic areas of reading (Kamps, Barbetta, Leonard, & Delquadri, 1994), math (Miller, Barbetta, Drevno, Martz, & Heron, 1996), and spelling (Harper, Mallette, Maheady, Parkes, & Moore, 1993) to include more innovative applications within and 2. Model the skill Teacher models how to prepare folders, prompt during practice, praise individual responses, provide end-of-session praise, and chart daily performance.…”

“…For example, Maheady and Sainato (1985) examined the effects of tutoring systems on the social status and social interaction patterns of elementary children of high and low status. Harper, Mallette, Maheady, Parkes, and Moore (1993) examined the effects of tutoring on the retention, generalization, and social validity (e.g., student satisfaction) with students with high-incidence disabilities. Using acquisition of Spanish vocabulary as the primary dependent variable, Wright, Cavanaugh, Sainato, and Heward (1995) examined maintenance of learned words and social validity data of students and teachers.…”

Selecting Instructional Interventions for Students with Mild Disabilities in Inclusive Classrooms

“…Further insight into the instructional dynamics of peer tutoring as a student-directed intervention can be gained by reviewing tutees' error patterns (Harper, Mallette, Maheady, Parkes, & Moore, 1993). Although students with mild disabilities demonstrated significant improvement when spelling words were taught and practiced using classwide peer tutoring, those authors examined the possible relationship between the tutorial process and spelling words that had not been mastered.…”

“…Collaborative strategies such as cooperative learning and peer tutoring are recommended as a means to increase the achievement of students with academic difficulties by promoting interdependence among a group of heterogeneous students (Harper, Mallette, Maheady, Parkes, & Moore, 1993;Johnson & Johnson, 1986;Peck, 1989;Slavin, 1990). Cooperative learning strategies require groups of students to work together.…”