Using Intentional Pairing and Peer Tutoring during Structured Literacy Activities in Inclusion Classrooms

Abstract

More and more students with learning disabilities and other diverse learners are placed for instruction in general education classrooms, which often leaves teachers grappling to design successful peer interactions and literacy activities to meet the needs of all learners in their classrooms. As the shift is made to align literacy instruction to the Science of Reading (SoR), it is vital for teachers to provide relevant and engaging learning opportunities for all students. In this article, several strategies are offered for intentionally pairing diverse learners and their typically developing peers to provide successful structured peer tutoring experiences during literacy activities in inclusion classrooms.