Reciprocal Peer Tutoring

1
Reciprocal Peer Tutoring

• Implementing in a Middle School Classroom for
  Students with Emotional Disturbance

2
My Personal Goal

• The goal I had was to provide an atmosphere in
  which students with emotional disturbance would
  attempt to read aloud while minimizing behaviors
  that might be due to self awareness of their
  reading ability.

3
Implementation Steps

• 1. Partner reading (5 min) stronger reader
  reads aloud for 5 min, while partner follows
  along correcting mistakes after 5 min, readers
  switch roles, reading the same selection
  (repeated reading)

4
Implementation Steps continued

• 2. Paragraph shrinking readers take turns
  reading paragraph, then summarizing main idea of
  paragraph in 10 words or less
• 3. Prediction Relay readers take turns
  predicting what will happen next in selection,
  followed by reading selection to confirm
  predictions

5
Strengths of Reciprocal Peer Tutoring

• Does not require a large amount of time to
  implement
• Minimal preparation or copying time
• Students more willing to take risks due to the
  predictable correction procedures
• provides a lot of consistency in the classroom
• the consistency of reading aloud in pairs helps
  the students to read in other subject areas.
• Builds confidence to read aloud among their pairs
  in other subjects.

6
Limitations of Reciprocal Peer Tutoring

• Pairing students who are willing and capable of
  working together
• If using a book as the reading material,
  convincing students the purpose is not to
  complete the book.
• Their willingness to participate may vary
  day-to-day, week-to-week.
• Attendance also creates pairing issues.

7
Data

• The following slides describe data collected
  during my implementation of reciprocal peer
  tutoring in my middle school classroom for
  students with ED
• In addition to the peer tutoring, students also
  graphed their weekly curriculum-based measurement
  (CBM) data in an Excel spreadsheet during the
  treatment phase

8
Dependent Variables

• Active student responding ( of time) -
  observable behaviors made by students following
  specific instructional stimuli.
• Examples
• words read orally
• questions answered
• words written
• Disruptions (frequency count) -a behavior that
  interrupts, or has the potential to interrupt,
  the instruction in the classroom.
• Examples
• Calling out
• Out of seat
• Throwing pencil
• Curriculum-based measurement (weekly) words
  read correctly per min, errors per min, on
  selections that were of the same difficulty level

9
Active Responding
Mean Percentage of Time
10
Disruptions
Mean per Session
11
CBM Slope (a measure of reading growth)
12
CBM Words per min
13
Treatment Acceptability (Students)

• What did you like about Partner Reading?
• Stories
• Correct errors and learn new words
• Getting better at reading
• Liked reading

• What did you like about self-graphing?
• Working on PC
• Liked it
• The touch mouse
• It was fun

14
Treatment Acceptability (Students)

• What didnt you like about Partner Reading?
• 5 min was too short
• Having to read what the other person read
• Doing it every day
• Everything

• What didnt you like about self-graphing?
• nothing

15
Treatment Acceptability (Students)

• Would you like to continue the partner reading?
• Never (n 0)
• Once a week (n 2)
• 2-3 times a week (n 2)
• Daily (n 0)

• Rate regular reading instruction with partner
  reading (1 like not at all, 10 like very
  much)
• Regular 8.5
• Partner reading 9.8

16
My Self-Evaluation

• What I will do differently in the future
• Add more support to enhance the process.
• Use short articles instead of literature
  books/novels.
• Use 3 times per week rather than daily
• Start all dyads at the same time
• Use more reinforcement (perhaps tokens) for
  appropriate participation