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Peer-Mediated Teaching and Students with Learning Disabilities
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Harper, Gregory F.; Maheady, Larry – Intervention in School and Clinic, 2007
Peer-mediated instruction holds particular promise as an effective educational strategy for children with learning disabilities. When properly implemented, peer-mediated instructional approaches permit active engagement, frequent opportunities to respond, immediate error correction, prompt feedback on the correctness of responses, and motivational…
Descriptors: Educational Strategies, Learning Disabilities, Academic Achievement, Teaching Methods
Four Classwide Peer Tutoring Models: Similarities, Differences, and Implications for Research and Practice
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Maheady, Larry; Mallette, Barbara; Harper, Gregory F. – Reading & Writing Quarterly, 2006
In this special issue, readers were introduced to three powerful, evidence-based instructional practices that hold great promise for ameliorating many of the reading difficulties encountered by pupils in 21st century classrooms. Peer Assisted Learning Strategies (PALS), ClassWide Peer Tutoring (CWPT), and START tutoring have emerged from over…
Descriptors: Teaching Methods, Teamwork, Tutoring, Learning Strategies
A Class-Wide Peer Tutoring Program to Improve the Spelling Test Performance of Low-Income, Third- and Fourth-Grade Students.
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Maheady, Larry; Harper, Gregory F. – Education and Treatment of Children, 1987
The study examined effects of a class-wide peer tutoring program on the weekly spelling test performance of 70 regular third- and fourth-graders, most of whom were also receiving compensatory and/or special education services. Results indicated that students' scores increased by an average of 12 points. (DB)
Descriptors: Academic Achievement, Disabilities, Disadvantaged, Elementary Education
Preparing Preservice Teachers to Implement Class Wide Peer Tutoring
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Maheady, Larry; Harper, Gregory F.; Mallette, Barbara; Karnes, Melinda – Teacher Education and Special Education, 2004
This study focused on preservice general education teachers who were prepared to use an evidence-based teaching practice and the effects the practice had on their pupils' academic performance. Participants learned to use Juniper Gardens Children's Project's Class Wide Peer Tutoring (CWPT) program through a two-hour workshop and with in class…
Descriptors: Students, Validity, Tutoring, Spelling
Peer Tutoring and the Minority Child with Disabilities.
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Harper, Gregory F.; Maheady, Larry; Mallette, Barbara; Karnes, Melinda – Preventing School Failure, 1999
Describes the needs of minority children with disabilities and two peer-tutoring programs, Classwide Peer Tutoring and Classwide Student Tutoring Teams, that have been used effectively to promote the academic and social integration of minority children with disabilities into general-education settings. (Author/CR)
Descriptors: Cooperative Learning, Disabilities, Elementary Secondary Education, Inclusive Schools
Peer-Mediated Instruction and Interventions and Students with Mild Disabilities.
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Maheady, Larry; Harper, Gregory F.; Mallette, Barbara – Remedial and Special Education, 2001
This article describes how a variety of peer-mediated instruction and intervention might assist teachers in meeting the needs of students with mild disabilities in inclusive classrooms. The needs of these students, peer-teaching methods such as class wide student tutoring teams and Numbered Heads Together, and future research directions are…
Descriptors: Classroom Techniques, Cooperative Learning, Elementary Secondary Education, Inclusive Schools
Peer-Mediated Instruction: Teaching Spelling to Primary Schoolchildren with Mild Disabilities.
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Harper, Gregory F.; And Others – Journal of Reading, Writing, and Learning Disabilities International, 1991
Classwide peer tutoring was implemented in a self-contained classroom for 12 primary-grade students with mild mental retardation. Results indicated that students accurately implemented classwide peer tutoring, high rates of accurate practice were produced, and spelling test performance increased by more than 60 percent correct over baseline.…
Descriptors: Academic Achievement, Instructional Effectiveness, Mild Mental Retardation, Peer Teaching
Classwide Student Tutoring Teams and Direct Instruction as a Combined Instructional Program to Teach Generalizable Strategies for Mathematics Word Problems.
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Harper, Gregory F.; And Others – Education and Treatment of Children, 1993
Fifty-two second-grade students were taught a generalizable problem-solving strategy for mathematics word problems. Results were mixed but were generally supportive of the notion that classwide student tutoring teams and direct instruction are useful adjuncts to teacher-led instruction in word problem solving in mathematics. (JDD)
Descriptors: Generalization, Instructional Effectiveness, Learning Strategies, Mathematics Instruction
The Effects of Reciprocal Peer Coaching on Preservice General Educators' Instruction of Students with Special Learning Needs.
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Mallette, Barbara; Maheady, Larry; Harper, Gregory F. – Teacher Education and Special Education, 1999
Following systematic training as peer coaches, six preservice general educators increased the frequency with which they engaged in relevant coaching interactions and improved the accuracy with which they implemented an innovative instructional strategy (Peabody Peer Assisted Learning Strategy) with three children with learning disabilities (ages…
Descriptors: Elementary Education, Higher Education, Inclusive Schools, Instructional Effectiveness