Date of Award

8-1991

Degree Name

Specialist in Education

Department

Psychology

First Advisor

Dr. Howard Farris

Second Advisor

Dr. Michele Burnette

Third Advisor

Dr. William Redmon

Access Setting

Masters Thesis-Open Access

Abstract

This study evaluated the effectiveness of peer tutoring with a direct instruction reading program prior to teacher-directed instruction. Six upper level elementary students participated in the peer tutoring program and two students participated in a control group.

The findings from this study indicate that: (a) pre-exposure to direct instruction in reading lessons with peer tutoring improves student reading rate without increasing error rate, and (b) the instructional time for a teacher-directed lesson decreases when peer tutoring is a part of the reading routine. It was concluded that peer tutoring prior to teacher-directed instruction increases student reading rates without sacrificing accuracy and that the classroom teacher was able to teach a reading lesson in significantly less time when the peer tutoring program was implemented in the reading program.

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